Students’ Emotions in Multiple Choice Exams: An Experimental Study

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Exploring Assessment Data for Psychological Insights and Technological Advances in Education (Table 5)

Abstract

This study used control-value theory to examine how manipulating quality and autonomy-support in multiple choice question (MCQ) exams impacts students' performance, perceptions of control and value, and emotions. The experiment involved 258 psychology students taking either a standard or a high-quality, autonomy-supportive MCQ test. Results showed that the treatment group, which took the enhanced test, reported higher perceptions of control, enjoyment, and lower frustration and anxiety compared to the reference group. Performance was also significantly higher in the treatment group. These findings suggest that designing MCQ exams with quality and autonomy-support considerations can improve students' well-being and academic outcomes, highlighting the importance of such practices in assessment design.

Authors

• Kendra Lin Wells, University of Alberta

• Maria Paterok, University of Alberta

• Adam Beeby, University of Alberta

• Lia Daniels, University of Alberta