The Relationship of Giftedness and Test-Taking Motivation With Low- and High-Stakes Tests

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-6 - Giftedness and Creativity

Abstract

This study examined the relationship between motivation and giftedness with low- and high-stakes test performance, controlling for sex, meal subsidy status, and minority status. Tenth graders (N=5,258; 28.2% gifted) completed an end-of-grade test (low-stakes), a high school exit exam (high-stakes), and also a Student Opinion Scale immediately following each assessment. Separate HLM analyses indicated that GATE participation and above-average levels of motivation are positively related to test performance. However, above-average levels of motivation were not as strongly related to achievement for gifted students. Further, average school-level motivation does not moderate the differential for gifted students in the relationship between motivation and test performance. Study implications for practice and research are discussed.

Authors

• Brittany Flanery Crawford, University of Louisville

• Jill L. Adelson, University of Louisville

• Jason C. Immekus, University of Louisville

• Carl Dean McGee, Kern High School District