Publication Date

1996

Document Type

Dissertation/Thesis

First Advisor

Neuman, George

Degree Name

M.A. (Master of Arts)

Department

Department of Psychology

LCSH

Examinations--Validity||Test-taking skills--Psychological aspects

Abstract

Test-taking attitude, as assessed by the Test Attitude Survey (TAS), was examined to assess: a) its utility when used in conjunction with personnel selection tests and b) its stability across situations and individual predispositions. Participants completed a battery of tests measuring cognitive ability, personality, and test-taking attitude. Results suggested that test-taking attitude primarily consists of two components: motivation and performance expectancy. Multiple-regression analyses indicated minimal support for moderating effects o f the TAS on criterion-related validities o f selection tests. Participants who reported high levels o f test-taking motivation following a cognitive ability test were found to have a marginally significant higher validity coefficient in predicting grade point average (GPA) than those who reported low levels o f test-taking motivation. Additional analyses found evidence o f both situational and dispositional influences on test-taking attitude. Finally, correlational analyses revealed that participants reporting high levels of test-taking motivation had significantly higher overall GPA's and performance ratings compared to those reporting low levels o f test-taking motivation, while participants reporting high levels o f test-taking performance expectancy had significantly higher GPA's, cognitive ability scores, and overall performance ratings than those reporting low levels o f test-taking performance expectancy. Implications of these results and directions for future research are discussed.

Comments

Includes bibliographical references (pages [40]-42)

Extent

iv, 62 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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