Examination of cognitive ability test performance, test-taking attitudes, and immigrant status

2014 ◽  
Author(s):  
Rachel Ryan ◽  
Jeremy Rothstein ◽  
Harold Goldstein ◽  
Charles Scherbaum
Keyword(s):  
Cognitive Ability ◽  
Test Performance ◽  
Performance Test ◽  
Immigrant Status ◽  
Ability Test ◽  
Test Taking

scholarly journals Emotion Regulation Ability: Test Performance and Observer Reports in Predicting Relationship, Achievement and Well-Being Outcomes in Adolescents

2021 ◽  
Vol 18 (6) ◽  
pp. 3204
Author(s):  
Zorana Ivcevic ◽  
Catherine Eggers
Keyword(s):  
Academic Achievement ◽  
Emotion Regulation ◽  
High School Students ◽  
Relationship Quality ◽  
Test Performance ◽  
Performance Test ◽  
Well Being ◽  
Big Five Personality ◽  
School Students ◽  
Ability Test

This paper examines emotion regulation defined as one of the components of emotional intelligence ability and tests how emotion regulation predicts academic achievement, relationship quality, and affective well-being outcomes in adolescents. Specifically, we examine two ways of measuring emotion regulation ability—using performance test scores and through knowledgeable informant observations (teachers). While previous research supports the predictive validity of performance on ability tests of emotion regulation observer reports of emotion regulation have not received much empirical attention. In a sample of high school students, we test whether performance-tested and observer-assessed emotion regulation ability predict a range of outcomes beyond the Big Five personality traits and gender and whether the two measures of emotion regulation ability predict outcomes independently. Our hypotheses are supported for outcomes of relationship quality and academic achievement, but not for affective well-being outcomes. We discuss the implications for assessment of emotion regulation ability and the nature of outcomes predicted by emotion regulation ability.

scholarly journals Test-Taking Motivation in Education Students: Task Battery Order Affected Within-Test-Taker Effort and Importance

2020 ◽  
Vol 11 ◽  
Author(s):  
Anett Wolgast ◽  
Nico Schmidt ◽  
Jochen Ranger
Keyword(s):  
Cognitive Ability ◽  
Response Times ◽  
Latent Trait ◽  
Value Theory ◽  
Test Taker ◽  
Education Students ◽  
High Stakes ◽  
Ability Test ◽  
Test Taking ◽  
Test Order

Different types of tasks exist, including tasks for research purposes or exams assessing knowledge. According to expectation-value theory, tests are related to different levels of effort and importance within a test taker. Test-taking effort and importance in students decreased over the course of high-stakes tests or low-stakes-tests in research on test-taking motivation. However, whether test-order changes affect effort, importance, and response processes of education students have seldomly been experimentally examined. We aimed to examine changes in effort and importance resulting from variations in test battery order and their relations to response processes. We employed an experimental design assessing N = 320 education students’ test-taking effort and importance three times as well as their performance on cognitive ability tasks and a mock exam. Further relevant covariates were assessed once such as expectancies, test anxiety, and concentration. We randomly varied the order of the cognitive ability test and mock exam. The assumption of intraindividual changes in education students’ effort and importance over the course of test taking was tested by one latent growth curve that separated data for each condition. In contrast to previous studies, responses and test response times were included in diffusion models for examining education students’ response processes within the test-taking context. The results indicated intraindividual changes in education students’ effort or importance depending on test order but similar mock-exam response processes. In particular effort did not decrease, when the cognitive ability test came first and the mock exam subsequently but significantly decreased, when the mock exam came first and the cognitive ability test subsequently. Diffusion modeling suggested differences in response processes (separation boundaries and estimated latent trait) on cognitive ability tasks suggesting higher motivational levels when the cognitive ability test came first than vice versa. The response processes on the mock exam tasks did not relate to condition.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

Range shrinkage of cognitive ability test scores in applicant pools

2010 ◽  
Author(s):  
Jonas W. B. Lang ◽  
Martin Kersting ◽  
Ute R. Hulsheger
Keyword(s):  
Cognitive Ability ◽  
Test Scores ◽  
Ability Test
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