{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/6081"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/6081","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Test taking motivation and item performance","abstract":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] The effect of test taking motivation on item performance is tested. The study proposes that 1) the item performance difference between high and low motivation groups varies with item difficulty; and 2) aberrant response patterns can be associated with motivation. Statistical techniques related to item level analysis are employed to test the hypotheses. Particularly, a DIF index is used to quantify the performance difference between high and low motivation groups, and is correlated with item difficulty. A person fit statistic is used to measure the difference between aberrant response patterns and expected response patterns, and is correlated with motivation indices. Results partially support the hypotheses. The higher the motivation, the more likely examinees ignore the item difficulty and have optimal performance. The lower the motivation, the more likely examinees perform under the influence of their perception of item difficulty. Motivated examinees are less likely to make random errors causing aberrant response patterns, as compared with less motivated examinees. However, the magnitude of motivation effects on item performance differs by the indices chosen.","abstract_html":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] The effect of test taking motivation on item performance is tested. The study proposes that 1) the item performance difference between high and low motivation groups varies with item difficulty; and 2) aberrant response patterns can be associated with motivation. Statistical techniques related to item level analysis are employed to test the hypotheses. Particularly, a DIF index is used to quantify the performance difference between high and low motivation groups, and is correlated with item difficulty. A person fit statistic is used to measure the difference between aberrant response patterns and expected response patterns, and is correlated with motivation indices. Results partially support the hypotheses. The higher the motivation, the more likely examinees ignore the item difficulty and have optimal performance. The lower the motivation, the more likely examinees perform under the influence of their perception of item difficulty. Motivated examinees are less likely to make random errors causing aberrant response patterns, as compared with less motivated examinees. However, the magnitude of motivation effects on item performance differs by the indices chosen.","abstract_has_math":false,"creators":["Huang, Min, 1979-"],"institution":"University of Missouri--Columbia","degree_name":"M.A.","degree_level":"Masters","degree_discipline":"Education, school and counseling psychology (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Osterlind, Steven J."],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008","date_published":"2008","updated_at":"2026-07-24T03:07:46Z","subjects":[],"languages":["eng","English"],"rights":["Access to files is limited to the University of Missouri--Columbia with SSO login."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/6081"],"render_values":[{"text":"https://doi.org/10.32469/10355/6081","href":"https://doi.org/10.32469/10355/6081","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/6081","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Osterlind, Steven J."]},{"key":"dc:creator","label":"Author","values":["Huang, Min, 1979-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2010-02-24T19:36:25Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2010-02-24T19:36:25Z"]},{"key":"dc:date.issued","label":"Date","values":["2008"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, school and counseling psychology (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Access to files is limited to the University of Missouri--Columbia with SSO login."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/6081"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/6081"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Title from PDF of title page (University of Missouri--Columbia, viewed on October 7, 2009)","Thesis advisor: Dr. Steven Osterlind.","Access is limited to the campus of the University of Missouri-Columbia.","M.A. University of Missouri-Columbia 2008."]},{"key":"dc:description.abstract","label":"Abstract","values":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] The effect of test taking motivation on item performance is tested. The study proposes that 1) the item performance difference between high and low motivation groups varies with item difficulty; and 2) aberrant response patterns can be associated with motivation. Statistical techniques related to item level analysis are employed to test the hypotheses. Particularly, a DIF index is used to quantify the performance difference between high and low motivation groups, and is correlated with item difficulty. A person fit statistic is used to measure the difference between aberrant response patterns and expected response patterns, and is correlated with motivation indices. Results partially support the hypotheses. The higher the motivation, the more likely examinees ignore the item difficulty and have optimal performance. The lower the motivation, the more likely examinees perform under the influence of their perception of item difficulty. Motivated examinees are less likely to make random errors causing aberrant response patterns, as compared with less motivated examinees. However, the magnitude of motivation effects on item performance differs by the indices chosen."]},{"key":"dc:title","label":"Title","values":["Test taking motivation and item performance"]}]}],"canonical_facts":{"dc:contributor.advisor":["Osterlind, Steven J."],"dc:creator":["Huang, Min, 1979-"],"dc:date.accessioned":["2010-02-24T19:36:25Z"],"dc:date.available":["2010-02-24T19:36:25Z"],"dc:date.issued":["2008"],"dc:description":["The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Title from PDF of title page (University of Missouri--Columbia, viewed on October 7, 2009)","Thesis advisor: Dr. Steven Osterlind.","Access is limited to the campus of the University of Missouri-Columbia.","M.A. University of Missouri-Columbia 2008."],"dc:description.abstract":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] The effect of test taking motivation on item performance is tested. 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Motivated examinees are less likely to make random errors causing aberrant response patterns, as compared with less motivated examinees. However, the magnitude of motivation effects on item performance differs by the indices chosen."],"dc:identifier.doi":["https://doi.org/10.32469/10355/6081"],"dc:identifier.uri":["https://hdl.handle.net/10355/6081"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:rights":["Access to files is limited to the University of Missouri--Columbia with SSO login."],"dc:title":["Test taking motivation and item performance"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education, school and counseling psychology (MU)"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:07:46Z"}