Abstract
Using the expectancy-value model of achievement motivation as a basis, this study's purpose is to develop, apply, and validate scores from a self-report instrument measuring student test-taking motivation. Sampled evidence of construct validity for the present sample indicates that a number of the items in the instrument could be used as an indicator of student test-taking motivation. Exploratory factor analyses suggests that the test-taking motivation construct is distinct from general attitudes toward a subject and that task value perceptions are distinct from task performance expectancies. The instrument needs further development to consolidate its psychometric properties and to elaborate on the test-taking motivation construct in relation to the expectancy-value theory of achievement motivation.
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