The affective and motivational impact of the test accommodation extended time based on students' performance goal orientations.

摘要

This study examined whether differences in performance goal orientation impacted learning disabled students positive emotional responses, negative emotional responses, and ratings of self-efficacy toward an academic task when provided with the test accommodation extended time. Ninety high school students participated in the study and through the use of median split analyses individuals were successfully classified, as either high or low, in both their performance-approach and performance-avoidance orientations. Participants were placed into one of four distinct performance goal groups and randomly assigned to receive extended or not receive extended time on an academic reading task.;A 4 x 2 MANOVA was conducted examining the effect of extended time and performance goal orientation on the three dependent variables of positive emotions, negative emotions, and self-efficacy. Results indicated significant differences in ratings of emotions and self-efficacy between the different performance-goal groups, but not between the two test conditions. The predicted interaction between test condition and performance-goal group did not reach significance; thus the hypotheses of the study could not be supported. Though lacking significance, interesting trends in the data were found.;Rather than enhancing the testing experience of students with learning disabilities with a high performance-approach orientation, results suggest the provision of extended time had a detrimental impact. When provided with extended time these students reported lower positive emotions, higher negative emotions, and lower ratings of self-efficacy toward an academic task. Instead of evoking or intensifying the negative affect of those students with learning disabilities with a high avoidance orientation, data also tended to show that the provision of extended time lowered their negative emotional responses and increased both their positive emotions and ratings of self-efficacy toward the academic task.