M.A. (Master of Arts)
Department of Psychology
Examinations--Validity||Test-taking skills--Psychological aspects
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.
Altmann, Robert A., "Test-taking attitude and validity assessment : an empirical study" (1996). Graduate Research Theses & Dissertations. 5268.
iv, 62 pages
Northern Illinois University
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