Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Social-emotional factors like low academic self-efficacy and self-management are related to rapid guessing behavior on tests. → Emily Wolk 2018

Evidence¶

Emily Wolk 2018¶

Emily Wolk, Sharon Bi, Tran Keys. (2018). Are test and academic disengagement related? Implications for measurement and practice. Educational Assessment 24(2), 119-134. https://www.nwea.org/research-publications/ doi:10.1080/10627197.2019.1575723

q2 · i? · associational · r?

The study tested whether social-emotional factors, including "low academic self-efficacy and self-management", relate to rapid guessing; the abstract reports these factors are related to rapid guessing behavior.

"We also examine whether social-emotional factors like low academic self-efficacy and self-management, which research suggests are the root causes of academic disengagement, are also related to rapid guessing behavior"

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related
• The test platform detects rapid guessing in real time and attempts to re-engage disengaged students to protect score validity — related
• Rapid guessing on achievement tests varies across grades, subjects, and teachers — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — related
• Little was known before this study about students who rapidly guess over the course of several tests — related
• Rapid-guessing behavior can distort test scores and adversely affect measurement — related
• A meaningful percentage of Grade 8 state summative test events showed rapid guessing, varying by subject: 5.5% in mathematics, 6.7% in ELA, and 3.5% in science — related
• Repeated rapid guessing across several tests is strongly associated with students' academic self-efficacy and self-management scores — possibly the same claim (merge candidate)
• Proctor notification after rapid-guessing detection improved test performance and yielded higher convergent validation evidence — related
• The study examines whether rapid guessing over several tests is associated with background variables such as English learner status — related
• Identifying rapid guessing is important for the validity of achievement test scores, particularly with low-stakes tests — related
• Rapid-guessing behavior is consistently very low across demographic subpopulations — 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
• Academic self-efficacy is associated with high school graduation rates and mathematics achievement — related
• Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement — related
• Most studies show social and emotional competencies are positively associated with student engagement and negatively associated with disengagement across school levels and backgrounds — related