A Multiple Case Study of the Motivational Effects of a High-Stakes Examination

Gokhan Ozaslan; Aslı Özaslan

Makale detayları

A Multiple Case Study of the Motivational Effects of a High-Stakes Examination

Yazarlar:

Gokhan Ozaslan | Aslı Özaslan

Yayıncı:

Kastamonu University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 1, pp.168-179

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001310618

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: The purpose of this qualitative multiple-case study is to understand whether success on the High School Entrance Examination HSEE has a motivational effect on subsequent high-stakes exams by viewing it from the perspective of the High Performance Cycle Model HPC. DesignMethodologyApproach: Two rounds of interviews were conducted with eight dyads, each consisting of an eighth-grade student and a parent. The first interview took place approximately two months before the HSEE exam and the second approximately six months after the exam. Interview data were subjected to matrix analysis. Findings: The research results show that consistent with the assumption of the HPC model, three participating students who scored highest on the HSEE expressed a desire to begin preparing for the university exam because they experienced an increase in their self-efficacy. It can be concluded that, consistent with the assumptions of the HPC model, a high score on the HSEE may provide students with self-renewing test motivation. Highlights: Based on the findings, it is recommended that students be given behavioral and learning goals rather than performance goals, and the HPC model should be used for students holistic development so that they can demonstrate their potential.

 Purpose: The purpose of this qualitative multiple-case study is to understand whether success on the High School Entrance Examination HSEE has a motivational effect on subsequent high-stakes exams by viewing it from the perspective of the High Performance Cycle Model HPC. DesignMethodologyApproach: Two rounds of interviews were conducted with eight dyads, each consisting of an eighth-grade student and a parent. The first interview took place approximately two months before the HSEE exam and the second approximately six months after the exam. Interview data were subjected to matrix analysis. Findings: The research results show that consistent with the assumption of the HPC model, three participating students who scored highest on the HSEE expressed a desire to begin preparing for the university exam because they experienced an increase in their self-efficacy. It can be concluded that, consistent with the assumptions of the HPC model, a high score on the HSEE may provide students with self-renewing test motivation. Highlights: Based on the findings, it is recommended that students be given behavioral and learning goals rather than performance goals, and the HPC model should be used for students holistic development so that they can demonstrate their potential.

 Purpose: The purpose of this qualitative multiple-case study is to understand whether success on the High School Entrance Examination HSEE has a motivational effect on subsequent high-stakes exams by viewing it from the perspective of the High Performance Cycle Model HPC. DesignMethodologyApproach: Two rounds of interviews were conducted with eight dyads, each consisting of an eighth-grade student and a parent. The first interview took place approximately two months before the HSEE exam and the second approximately six months after the exam. Interview data were subjected to matrix analysis. Findings: The research results show that consistent with the assumption of the HPC model, three participating students who scored highest on the HSEE expressed a desire to begin preparing for the university exam because they experienced an increase in their self-efficacy. It can be concluded that, consistent with the assumptions of the HPC model, a high score on the HSEE may provide students with self-renewing test motivation. Highlights: Based on the findings, it is recommended that students be given behavioral and learning goals rather than performance goals, and the HPC model should be used for students holistic development so that they can demonstrate their potential.

 Purpose: The purpose of this qualitative multiple-case study is to understand whether success on the High School Entrance Examination HSEE has a motivational effect on subsequent high-stakes exams by viewing it from the perspective of the High Performance Cycle Model HPC. DesignMethodologyApproach: Two rounds of interviews were conducted with eight dyads, each consisting of an eighth-grade student and a parent. The first interview took place approximately two months before the HSEE exam and the second approximately six months after the exam. Interview data were subjected to matrix analysis. Findings: The research results show that consistent with the assumption of the HPC model, three participating students who scored highest on the HSEE expressed a desire to begin preparing for the university exam because they experienced an increase in their self-efficacy. It can be concluded that, consistent with the assumptions of the HPC model, a high score on the HSEE may provide students with self-renewing test motivation. Highlights: Based on the findings, it is recommended that students be given behavioral and learning goals rather than performance goals, and the HPC model should be used for students holistic development so that they can demonstrate their potential.

Makale detayları

A Multiple Case Study of the Motivational Effects of a High-Stakes Examination

Yazarlar:

Gokhan Ozaslan | Aslı Özaslan

Yayıncı:

Kastamonu University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 1, pp.168-179

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001310618

pISSN:

2147-9844

Student motivation

High-stakes examinations

Goal-setting theory

High performance cycle

Multiple case study

Sayı

Makale detayları

A Multiple Case Study of the Motivational Effects of a High-Stakes Examination

Yazarlar: Gokhan Ozaslan | Aslı Özaslan

Yayıncı: Kastamonu University

Ana Başlıklar: Eğitimin Psikolojik Temelleri

Dergi: Kastamonu Eğitim Dergisi Vol.32 Issue 1, pp.168-179

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001310618

pISSN: 2147-9844

Student motivation

High-stakes examinations

Goal-setting theory

High performance cycle

Multiple case study

Sayı

Yazarlar:

Gokhan Ozaslan | Aslı Özaslan

Yayıncı:

Kastamonu University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 1, pp.168-179

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001310618

pISSN:

2147-9844