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Increasing Expended Effort on Low-Stakes Accountability Tests via Priming: Effectiveness with Graduating University Students

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Title: Increasing Expended Effort on Low-Stakes Accountability Tests via Priming: Effectiveness with Graduating University Students
Language: English
Authors: Sara J. Finney, Stuart A. Miller, Kendall M. McGoey
Source: Research & Practice in Assessment. 2025 20(1):76-91.
Availability: Virginia Assessment Group.; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Priming, Testing, Student Evaluation, Self Concept, Institutional Mission, Student Behavior, Achievement, Low Income Students, Racial Differences, Ethnicity, Minority Group Students, Tests, Scores, Student Motivation
ISSN: 2161-4210
Abstract: Priming incoming and second-year college students with questions about effort prior to completing low-stakes assessments has increased test-taking effort. We extended this research by randomly assigning college seniors to one of three priming conditions prior to completing low-stakes assessments: answering three questions about intended effort that infused positive self-identity, answering three questions about intended effort that incorporated the university's creed, or answering no priming questions. The self-identity questions resulted in higher self-reported effort than the control condition, the university creed questions resulted in higher testing time than the control condition, and neither priming condition increased test performance. However, Pell Grant eligibility moderated the priming effect on effort. Priming resulted in self-reported effort for Pell eligible students being the same or higher than noneligible students. Likewise, ethnicity moderated the priming effect on test scores. White students scored higher than underrepresented students in the control condition, but this difference disappeared with priming.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488121
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Increasing Expended Effort on Low-Stakes Accountability Tests via Priming: Effectiveness with Graduating University Students
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  Data: <searchLink fieldCode="AR" term="%22Sara+J%2E+Finney%22">Sara J. Finney</searchLink><br /><searchLink fieldCode="AR" term="%22Stuart+A%2E+Miller%22">Stuart A. Miller</searchLink><br /><searchLink fieldCode="AR" term="%22Kendall+M%2E+McGoey%22">Kendall M. McGoey</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+%26+Practice+in+Assessment%22"><i>Research & Practice in Assessment</i></searchLink>. 2025 20(1):76-91.
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  Data: Virginia Assessment Group.; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Priming%22">Priming</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Mission%22">Institutional Mission</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink>
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  Data: 2161-4210
– Name: Abstract
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  Data: Priming incoming and second-year college students with questions about effort prior to completing low-stakes assessments has increased test-taking effort. We extended this research by randomly assigning college seniors to one of three priming conditions prior to completing low-stakes assessments: answering three questions about intended effort that infused positive self-identity, answering three questions about intended effort that incorporated the university's creed, or answering no priming questions. The self-identity questions resulted in higher self-reported effort than the control condition, the university creed questions resulted in higher testing time than the control condition, and neither priming condition increased test performance. However, Pell Grant eligibility moderated the priming effect on effort. Priming resulted in self-reported effort for Pell eligible students being the same or higher than noneligible students. Likewise, ethnicity moderated the priming effect on test scores. White students scored higher than underrepresented students in the control condition, but this difference disappeared with priming.
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  Data: 2025
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  Data: EJ1488121
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 76
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Priming
        Type: general
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: Institutional Mission
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      – SubjectFull: Student Behavior
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      – SubjectFull: Achievement
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: Tests
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      – SubjectFull: Scores
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      – SubjectFull: Student Motivation
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    Titles:
      – TitleFull: Increasing Expended Effort on Low-Stakes Accountability Tests via Priming: Effectiveness with Graduating University Students
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