Time students spend on math test questions is studied as a potential source of information about motivation and self-efficacy¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The article investigates whether how long students spend on math test questions can provide insight into their motivation and self-efficacy. → Soland 2019
Evidence¶
Soland 2019¶
Soland, J. (2019). Can item response times provide insight into students' motivation and self-efficacy in math. NWEA Research. https://www.nwea.org/research/publication/can-item-response-times-provide-insight-into-students-motivation-and-self-ef%ef%ac%81cacy-in-math/
q1 · i? · associational · r?
The brief poses its guiding question as "What can we glean about students' social-emotional learning from how long they spend on math test questions?" The available text prints no data, sample, or results beyond this framing, so the claim records the study's focus rather than a measured effect.
"What can we glean about students' social-emotional learning from how long they spend on math test questions?"
Discussion¶
Related Claims¶
- Time spent on very difficult math test items is highly correlated with students' academic motivation and self-efficacy — a narrower finding that bears on this claim
- Mean item response durations show no strong relationship with math motivation and self-efficacy in general — related
- Response times have been used extensively for achievement estimation but little work links test metadata to social-emotional constructs — related
- Using item response time metadata to measure students' social-emotional learning shows both promise and limitations — possibly the same claim (merge candidate)
- The article investigates whether achievement gap estimates are sensitive to test motivation, framing the question as achievement gap versus engagement gap — related
- A literature review investigated whether assessment metadata can provide information on SEL constructs — related
- Computer-based testing's routine capture of item-level response times has driven increased interest in applications of response time to measuring ability and achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
math-response-times-motivation-self-efficacy |
title |
Time students spend on math test questions is studied as a potential source of information about motivation and self-efficacy |
description |
Time students spend on math test questions is studied as a potential source of information about motivation and self-efficacy |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — soland-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.