Priming Examinees to Give Good Effort: Differential Utility Across Gender Identity

Abstract

We examined the utility of a question-behavior effect (QBE) intervention on test-taking effort. Questioning individuals about future behavior influences the subsequent performance of that behavior. Previous research found this intervention to significantly increase test-taking effort for incoming university students but it was unknown if it would be effective for more advanced college students or differentially effective across gender identities. Thus, 503 more advanced college students were randomly assigned to one of three question conditions prior to completing a low-stakes test: answering five questions regarding intended effort prior to testing, answering five questions regarding intended effort that referenced positive self-identity prior to testing, or a no-question control condition. We then administered a multiple-choice test and collected two measures of test-taking effort: self-reported effort and response time. We found that students identifying as female had significantly and practically higher self-reported effort and response time when in the question conditions compared to the no question condition. There was no effect of condition for students identifying as male for either measure of test-taking effort. Implications for practically increasing motivation on low-stakes tests and surveys, especially for more advanced students, are discussed. Implications for QBE theory, including differential effects related to gender, are discussed.