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Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

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.
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