Mean item response durations show no strong relationship with math motivation and self-efficacy in general¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
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.
q2 i? Results do not indicate a strong relationship between mean item durations and motivation or self-efficacy in general. → James Soland 2019
Evidence¶
James Soland 2019¶
James Soland. (2019). Can item response times provide insight into students' motivation and self-efficacy in math? An initial application of test metadata to understand students' social emotional needs. Educational Measurement Issues and Practice 38 (3) 86-96. https://doi.org/10.1111/emip.12258
q2 · i? · associational · r?
Analytic example of response-time metadata and social-emotional constructs. The article states results "do not indicate a strong relationship between mean item durations and these constructs in general." No effect size or test statistic is printed in the available text, so the null is reported as detected-non-effect without equivalence testing.
"While results do not indicate a strong relationship between mean item durations and these constructs in general, the amount of time students spend on very difficult items is highly correlated with motivation and self-efficacy."
Discussion¶
Related Claims¶
- Time students spend on math test questions is studied as a potential source of information about motivation and self-efficacy — related
- Time spent on very difficult math test items is highly correlated with students' academic motivation and self-efficacy — reports the opposite
- Using item response time metadata to measure students' social-emotional learning shows both promise and limitations — related
- Strength is strongly positively correlated with second-pass reading time, while betweenness, harmonic centrality and local clustering coefficient are not related to duration measures — related
- A literature review investigated whether assessment metadata can provide information on SEL constructs — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mean-item-durations-not-strongly-related-motivation-self-efficacy |
title |
Mean item response durations show no strong relationship with math motivation and self-efficacy in general |
description |
Mean item response durations show no strong relationship with math motivation and self-efficacy in general |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-soland-2019 |
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