Repeated rapid guessing across several tests is strongly associated with students' academic self-efficacy and self-management scores¶

Claim · All claims
Evidence · 2 studies · 2 associational r? · q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Repeated rapid guessing over multiple tests is reported as strongly associated with academic self-efficacy and self-management survey scores; the available text does not state the direction or print a coefficient. → James Soland 2020

q2 i? Repeated rapid guessing over several tests is reported as strongly associated with academic self-efficacy and self-management scores; the abstract does not state the direction or print a coefficient. → James Soland 2019

Evidence¶

James Soland 2020¶

James Soland, Steven Wise. (2020). Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes. NWEA Research presentation, 2020 National Council on Measurement in Education virtual conference. https://www.nwea.org/research/publication/do-students-rapidly-guess-repeatedly-over-time-a-longitudinal-analysis-of-student-test-disengagement-background-and-attitudes/

q2 · i? · associational · r?

Longitudinal LST analysis of six test administrations over three years linking rapid guessing behavior to psychological measures such as academic self-efficacy survey scores. The authors state the association is "strongly associated with students' academic self-efficacy and self-management scores." No coefficient is printed.

"Further, we show that repeated rapid guessing is strongly associated with students' academic self-efficacy and self-management scores."

James Soland 2019¶

James Soland, Megan Kuhfeld. (2019). Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes. Educational Assessment, 24(4), 327-342. https://doi.org/10.1080/10627197.2019.1645592

q2 · i? · associational · r?

Longitudinal study (six test administrations over three years) relating repeated rapid guessing to psychological and background measures. The article's abstract reports that repeated rapid guessing "is strongly associated with students’ academic self-efficacy and self-management scores." The association is correlational; the abstract states neither its direction nor a coefficient. The same study was presented by Soland and Wise at the 2020 NCME conference (previous entry).

"Further, we show that repeated rapid guessing is strongly associated with students’ academic self-efficacy and self-management scores."

Discussion¶

Related Claims¶

• Self Regulated Learning Predicts Achievement — the general claim this finding bears on, with the studies behind it

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — the general claim this finding bears on, with the studies behind it

• The study examines whether rapid guessing over several tests is associated with background variables such as English learner status — related

• Rapid guessing on achievement tests tends to be fairly state-like rather than a stable trait-like behavior, compared to academic achievement scores which are fairly stable — related
• Little was known before this study about students who rapidly guess over the course of several tests — related
• Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement — related
• Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — a broader claim this one bears on
• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related
• Rapid guessing on achievement tests varies across grades, subjects, and teachers — related
• Correlations with self-regulation tend to be larger for course grades than for standardized test scores in several coded studies — related
• Students who like writing report the highest writing self-efficacy across all studies examining writing attitude — related
• Academic and test disengagement are connected through a common association with poor self-management — a broader claim this one bears on