Abstract
Given the prevalence of low-stakes testing internationally (e.g., NAEP, TIMSS, PIRLS), it is crucial to try to better understand examinee motivation in these contexts. In the current study, mixture modeling results supported three different profiles of test-taking effort over the course of five tests. Classes 1 and 2 had varying levels of effort whereas Class 3 had steady levels of effort across the five tests. Examination of relationships between class membership and external variables suggested the classes could be differentiated by achievement goals, personality, and ability. Implications of these results for international assessment and directions for future research are discussed.
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