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Table 3 Multiple regression of mathematics performance on domain-specific and situation-specific aspects of motivation, separated by school track

From: The role of test-taking motivation for students’ performance in low-stakes assessments: an investigation of school-track-specific differences

  Model 1 Model 4
  Nonacademic track Academic track Nonacademic track Academic track
  b (SE) b (SE) b (SE) b (SE)
Self-concept 22.39* (0.86) 29.64* (0.79) 19.06* (0.88) 25.83* (0.85)
Invested effort      10.11* (1.65) 9.69* (2.01)
Test attractiveness      −2.50 (1.65) 3.96 (1.95)
Usefulness of the test      1.10 (1.06) −2.15 (1.19)
Emotional state      −2.32 (1.31) 3.50 (1.68)
Worry      −16.64* (1.16) −12.78* (1.31)
Distraction      −4.59* (0.96) −0.06 (1.20)
R 2 (SE) 0.10* (0.01) 0.24* (0.01) 0.15* (0.01) 0.29* (0.01)
  1. Note: * p < .001.