The Journal of Experimental Education

Finney, Sara J.; Schaefer, Katarina E.; McFadden, Mara E.

doi: 10.1080/00220973.2024.2310678pmid: N/A

Abstract We examined the utility of a question-behavior effect (QBE) intervention on test-taking effort. Questioning individuals about future behavior influences the subsequent performance of that behavior. Previous research found this intervention to significantly increase test-taking effort for incoming university students but it was unknown if it would be effective for more advanced college students or differentially effective across gender identities. Thus, 503 more advanced college students were randomly assigned to one of three question conditions prior to completing a low-stakes test: answering five questions regarding intended effort prior to testing, answering five questions regarding intended effort that referenced positive self-identity prior to testing, or a no-question control condition. We then administered a multiple-choice test and collected two measures of test-taking effort: self-reported effort and response time. We found that students identifying as female had significantly and practically higher self-reported effort and response time when in the question conditions compared to the no question condition. There was no effect of condition for students identifying as male for either measure of test-taking effort. Implications for practically increasing motivation on low-stakes tests and surveys, especially for more advanced students, are discussed. Implications for QBE theory, including differential effects related to gender, are discussed.

Hangen, Emily J.; Elliot, Andrew J.; Jamieson, Jeremy P.

doi: 10.1080/00220973.2024.2310686pmid: N/A

Abstract It can be beneficial for parents to adopt high expectations for their children in school, however high parental expectations have also been linked with heightened levels of student distress and lower academic achievement among college students. To begin to understand this complex relationship, in Study 1 we first developed and validated the High Expectations for Academic Performance (HEAP) scale in adult students. In this scale we distinguish between college students’ perceptions of three types of objectively high academic expectations held by their parents: (1) their parents’ beliefs about their ability to earn top grades (ability beliefs), (2) their parents’ realistic predictions that they will earn top grades (predictions), and (3) their parents’ imposed demands that they earn top grades (demands). In Study 2 we investigated how each of these perceived expectations related to students’ academic achievement. Notably, different associations emerged. Student performance was most strongly associated with perceived parent predictions that students would earn top grades, followed by perceived parent beliefs that students could earn top grades. In contrast, perceived parental demands for top grades were not significantly associated with performance. Implications of this new taxonomy of perceived parental academic expectations and recommended use of the accompanying scale are discussed.