Time spent on very difficult math test items is highly correlated with students' academic motivation and self-efficacy¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The amount of time students spend on very difficult items is highly correlated with their academic motivation and self-efficacy. → 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 examining whether item response times, after accounting for item difficulty and estimates of true achievement, relate to social-emotional constructs. The article reports that "the amount of time students spend on very difficult items is highly correlated with motivation and self-efficacy." No correlation coefficient is printed in the available text.

"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¶

• 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
• Time students spend on math test questions is studied as a potential source of information about motivation and self-efficacy — a broader claim this one bears on
• Mean item response durations show no strong relationship with math motivation and self-efficacy in general — reports the opposite
• 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 — a broader claim this one bears on
• Whether EF gains are seen depends on the amount of time children spend doggedly practicing and pushing themselves to improve — related