Abstract
ABSTRACT This systematic review examines empirical research about students’ motivation for NAEP in grades 4, 8, and 12 using multiple motivation constructs, including effort, value, and expectancy. Analyses yielded several findings. First, there are stark differences in the perceived importance of doing well on NAEP among students in grades 4 (86%), 8 (59%), and 12 (35%). Second, meta-analyses of descriptive data on the percentage of students who agreed with various expectancy statements (e.g., “I am good at mathematics”) revealed minimal variations across grade level. However, similar meta-analyses of data on the percentage of students who agreed with various value statements (e.g., “I like mathematics”) exposed notable variation across grade levels. Third, domain-specific motivation has a positive, statistically significant relationship with NAEP achievement. Finally, some interventions – particularly financial incentives – may have a modest, positive effect on NAEP achievement.
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