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Evaluating existing and new validity evidence for the Academic Motivation Scale

Contemporary educational psychology, 2005-07, Vol.30 (3), p.331-358

2005

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Antecedents of examinee motivation during low-stakes tests: examining the variability in effects across different research designs

Assessment and evaluation in higher education, 2021-10, Vol.46 (7), p.1065-1079

2021

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Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale

Contemporary educational psychology, 2010-10, Vol.35 (4), p.280-296

2010

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Assessing the Unidimensionality of Trait Reactance Using a Multifaceted Model Assessment Approach

Journal of personality assessment, 2018-03, Vol.100 (2), p.186-196

2018

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A Model of Statistics Performance Based on Achievement Goal Theory

Journal of educational psychology, 2003-09, Vol.95 (3), p.604-616

2003

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The Role of Students' Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

International journal of testing, 2014-10, Vol.14 (4), p.360-384

2014

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Change in Self-Reported Motivation before to after Test Completion: Relation with Performance

The Journal of experimental education, 2021, Vol.89 (1), p.74-94

2021

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Examining the Question-Behavior Effect in Low-Stakes Testing Contexts: A Cheap Strategy to Increase Examinee Effort

Educational assessment, 2023-10, Vol.28 (4), p.211-228

2023

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Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation

Journal of psychoeducational assessment, 2023-04, Vol.41 (2), p.209-225

2023

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Examining the Factor Structure and Measurement Invariance of Test Emotions Across Testing Platform, Gender, and Time

Journal of psychoeducational assessment, 2020-12, Vol.38 (8), p.969-981

2020

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Student learning in higher education: a longitudinal analysis and faculty discussion

Assessment and evaluation in higher education, 2018-11, Vol.43 (8), p.1211-1227

2018

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Does It Matter if Examinee Motivation Is Measured before or after A Low-Stakes Test? A Moderated Mediation Analysis

Educational assessment, 2021-01, Vol.26 (1), p.1-19

2021

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Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test

Applied measurement in education, 2021-10, Vol.34 (4), p.285-300

2021

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Examining the simultaneous change in emotions during a test: relations with expended effort and test performance

International journal of testing, 2020-10, Vol.20 (4), p.274-298

2020

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The Effect of Perceived Test Importance and Examinee Emotions on Expended Effort during A Low-Stakes Test: A Longitudinal Panel Model

Educational assessment, 2020-04, Vol.25 (2), p.159-177

2020

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Linking Academic Entitlement and Student Incivility Using Latent Means Modeling

The Journal of experimental education, 2013-07, Vol.81 (3), p.322-336

2013

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Modeling Change in Effort Across a Low-Stakes Testing Session: A Latent Growth Curve Modeling Approach

Applied measurement in education, 2016-01, Vol.29 (1), p.46-64

2016

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Measuring and Modeling Change in Examinee Effort on Low-Stakes Tests Across Testing Occasions

International journal of testing, 2015-10, Vol.15 (4), p.356-388

2015

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The Development and Evaluation of the Academic Entitlement Questionnaire

Measurement and evaluation in counseling and development, 2011-04, Vol.44 (2), p.105-129

2011

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Test Instructions Do Not Moderate the Indirect Effect of Perceived Test Importance on Test Performance in Low-Stakes Testing Contexts

International journal of testing, 2018-10, Vol.18 (4), p.297-322

2018

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Does the Measurement or Magnitude of Academic Entitlement Change Over Time?

Measurement and evaluation in counseling and development, 2016-07, Vol.49 (3), p.243-257

2016

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Using the Bifactor Model to Assess the Dimensionality of the Hong Psychological Reactance Scale

Educational and psychological measurement, 2011-02, Vol.71 (1), p.170-185

2011

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Two Approaches for Identifying Low-Motivated Students in a Low-Stakes Assessment Context

Applied measurement in education, 2011-01, Vol.24 (2), p.162-188

2011

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Self-efficacy beliefs in college statistics courses

Contemporary educational psychology, 2003-04, Vol.28 (2), p.161-186

2003

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Investigating Validity Evidence for the Experiences in Close Relationships-Revised Questionnaire

Educational and psychological measurement, 2006-02, Vol.66 (1), p.116-135

2006

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Evaluating existing and new validity evidence for the Academic Motivation Scale

Antecedents of examinee motivation during low-stakes tests: examining the variability in effects across different research designs

Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale

Assessing the Unidimensionality of Trait Reactance Using a Multifaceted Model Assessment Approach

A Model of Statistics Performance Based on Achievement Goal Theory

The Role of Students' Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

Change in Self-Reported Motivation before to after Test Completion: Relation with Performance

Examining the Question-Behavior Effect in Low-Stakes Testing Contexts: A Cheap Strategy to Increase Examinee Effort

Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation

Examining the Factor Structure and Measurement Invariance of Test Emotions Across Testing Platform, Gender, and Time

Student learning in higher education: a longitudinal analysis and faculty discussion

Does It Matter if Examinee Motivation Is Measured before or after A Low-Stakes Test? A Moderated Mediation Analysis

Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test

Examining the simultaneous change in emotions during a test: relations with expended effort and test performance

The Effect of Perceived Test Importance and Examinee Emotions on Expended Effort during A Low-Stakes Test: A Longitudinal Panel Model

Linking Academic Entitlement and Student Incivility Using Latent Means Modeling

Modeling Change in Effort Across a Low-Stakes Testing Session: A Latent Growth Curve Modeling Approach

Measuring and Modeling Change in Examinee Effort on Low-Stakes Tests Across Testing Occasions

The Development and Evaluation of the Academic Entitlement Questionnaire

Test Instructions Do Not Moderate the Indirect Effect of Perceived Test Importance on Test Performance in Low-Stakes Testing Contexts

Does the Measurement or Magnitude of Academic Entitlement Change Over Time?

Using the Bifactor Model to Assess the Dimensionality of the Hong Psychological Reactance Scale

Two Approaches for Identifying Low-Motivated Students in a Low-Stakes Assessment Context

Self-efficacy beliefs in college statistics courses

Investigating Validity Evidence for the Experiences in Close Relationships-Revised Questionnaire

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