A Multiple Case Study of the Motivational Effects of a High-Stakes Examination

Abstract

Purpose: The purpose of this qualitative multiple-case study is to understand whether success on the High School Entrance Examination (HSEE) has a motivational effect on subsequent high-stakes exams by viewing it from the perspective of the High Performance Cycle Model (HPC). 
 Design/Methodology/Approach: Two rounds of interviews were conducted with eight dyads, each consisting of an eighth-grade student and a parent. The first interview took place approximately two months before the HSEE exam and the second approximately six months after the exam. Interview data were subjected to matrix analysis.
 Findings: The research results show that consistent with the assumption of the HPC model, three participating students who scored highest on the HSEE expressed a desire to begin preparing for the university exam because they experienced an increase in their self-efficacy. It can be concluded that, consistent with the assumptions of the HPC model, a high score on the HSEE may provide students with self-renewing test motivation.
 Highlights: Based on the findings, it is recommended that students be given behavioral and learning goals rather than performance goals, and the HPC model should be used for students' holistic development so that they can demonstrate their potential.