Perceived Normativity of Giving Effort on Low-Stakes Tests: Relations with Examinee Effort and Test Performance.
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| Title: | Perceived Normativity of Giving Effort on Low-Stakes Tests: Relations with Examinee Effort and Test Performance. |
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| Authors: | Finney, Sara J. (AUTHOR), Pastor, Dena A. (AUTHOR) |
| Source: | Educational Assessment. Jul-Sep2025, Vol. 30 Issue 3, p165-182. 18p. |
| Subjects: | Social norms, Expectation (Psychology), Scientific method, Moral attitudes, Formative tests, Outcome assessment (Education) |
| Abstract: | Because examinees have no personal consequences for their performance in low-stakes testing, some examinees expend minimal effort. Given research in the domain of normative conduct, factors that may be contributing to expended effort include whether the examinee believes effort should be put forth (i.e., personal normative beliefs), how much effort they believe other examinees are putting forth (i.e., empirical expectations), and their perceptions about what other examinees believe regarding giving effort (i.e., normative expectations). In the current study, measures of these beliefs were completed by 1,144 examinees in a low-stakes testing context. All three beliefs related to self-reported effort, response time effort, and test performance in expected ways. Although we advocate for assessing all three beliefs, personal normative beliefs and empirical expectations may have the most utility for explaining examinee disengagement. If these findings are replicated, interventions influencing perceived norms about low-stakes testing hold promise for increasing effort. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Because examinees have no personal consequences for their performance in low-stakes testing, some examinees expend minimal effort. Given research in the domain of normative conduct, factors that may be contributing to expended effort include whether the examinee believes effort should be put forth (i.e., personal normative beliefs), how much effort they believe other examinees are putting forth (i.e., empirical expectations), and their perceptions about what other examinees believe regarding giving effort (i.e., normative expectations). In the current study, measures of these beliefs were completed by 1,144 examinees in a low-stakes testing context. All three beliefs related to self-reported effort, response time effort, and test performance in expected ways. Although we advocate for assessing all three beliefs, personal normative beliefs and empirical expectations may have the most utility for explaining examinee disengagement. If these findings are replicated, interventions influencing perceived norms about low-stakes testing hold promise for increasing effort. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10627197 |
| DOI: | 10.1080/10627197.2025.2474395 |
