An international comparison of students' ability to endure fatigue and maintain motivation during a low-stakes test

Francesca Borgonovi , Przemysław Biecek

Abstract

The paper examines academic endurance, defined as students' ability to maintain their baseline rates of successful test completion for the duration of a low-stakes cognitive test. The random allocation of test booklets to students in the Programme for International Student Assessment (15-year-olds, 60. + countries, N > 450,000) offers a natural experiment to examine whether the decline in students' correct responses to test items placed at the beginning vs. at the end of the booklet varies across countries, population subgroups, and assessment domains. Results reveal differences in academic endurance both between countries and within countries across different population subgroups. The decline in students' correct responses tends to be more pronounced among boys, among socio-economically disadvantaged students and when students solve the reading part of the PISA test. In some countries students' endurance in reading, mathematics and science depends on the response format of the assessment questions.

Author Francesca Borgonovi - [L'Organisation de Coopération et de Développement Economiques]
Francesca Borgonovi,,
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, Przemysław Biecek (FMIS / DCSDCAM)
Przemysław Biecek,,
- Department of CAD/CAM Systems Design and Computer-Aided Medicine
Journal seriesLearning and Individual Differences, ISSN 1041-6080, (A 30 pkt)
Issue year2016
Vol49
Pages128-137
ASJC Classification3204 Developmental and Educational Psychology; 3304 Education; 3207 Social Psychology
DOIDOI:10.1016/j.lindif.2016.06.001
Languageen angielski
Score (nominal)30
ScoreMinisterial score = 30.0, 04-09-2019, ArticleFromJournal
Ministerial score (2013-2016) = 30.0, 04-09-2019, ArticleFromJournal
Publication indicators Scopus Citations = 1; WoS Citations = 1; Scopus SNIP (Source Normalised Impact per Paper): 2016 = 1.335; WoS Impact Factor: 2016 = 1.65 (2) - 2016=2.369 (5)
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