Motivational constructs explain more variance in school grades than in standardized test scores¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Findings were largely consistent across operationalizations of achievement, but motivational constructs explained more variance when achievement was measured with school grades instead of standardized tests. → Lavrijsen 2022

Evidence¶

Lavrijsen 2022¶

Lavrijsen, J., Vansteenkiste, M., Boncquet, M., & Verschueren, K. (2022). Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 114(4), 772–790. https://doi.org/10.1037/edu0000666

q3 · i? · associational · r2

The study compared motivational predictors across achievement operationalizations and reports they "explained more variance when achievement was measured with school grades instead of standardized tests." No coefficient for the difference is printed in the available text.

"Although these findings were largely consistent across different operationalizations of achievement, motivational constructs explained more variance when achievement was measured with school grades instead of standardized tests."

Discussion¶

Related Claims¶

• Fluid reasoning and self-control jointly explain far more variance in standardized test scores than in grades — reports the opposite
• The relations among motivational, strategy use, and performance constructs were similar across mathematics, English, and social studies — related
• Worry did not explain unique variance in students' test performance or mathematics grade, challenging the worry-based explanation of the test anxiety-performance link — related