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Test-taking Motivation (test-taking + motivation)

Distribution by Scientific Domains
Business, Economics, Finance and Accounting100%

Selected Abstracts

Effects of Explanations on Applicant Reactions: A meta-analytic review

INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 4 2009
Donald M. Truxillo
One cost effective way to improve applicant reactions is by giving explanations. Although a literature on this topic has accumulated, the effects of explanations on applicant reactions have not been examined meta-analytically, and several aspects of giving explanations to applicants are unclear. For example, do explanations affect applicant reactions, and which outcomes are most affected? Do findings from lab studies generalize to field settings? Under what conditions are explanations most effective? To answer these questions, we meta-analytically examined the effects of providing explanations on applicant reactions. Based on 26 distinct samples from experiments and quasi-experiments (N=3481), our results suggest that explanations do affect applicants' fairness perceptions, perceptions of the hiring organization, test-taking motivation, and performance on cognitive ability tests. The effects on fairness are larger in field contexts than in lab settings and when they are used with a personality test rather than a cognitive ability test. Test-taking motivation mediated the relationship between explanations and test performance. Our discussion focuses on when to provide explanations to applicants in employment settings and directions for future research. [source]

Modeling the Practical Effects of Applicant Reactions: Subgroup Differences in Test-Taking Motivation, Test Performance, and Selection Rates

INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 4 2002
Robert E. Ployhart
Research suggests that Black,White differences in test-taking motivation may be related to subgroup test score differences, but this research has not shown the extent to which minimizing subgroup motivation differences will reduce subgroup differences in selection rates and adverse impact. This Monte Carlo study examined how enhancing Blacks' test-taking motivation for cognitive ability tests might reduce adverse impact across a range of (a) subgroup test differences, (b) selection ratios, (c) subgroup differences in test-taking motivation, and (d) relationships between motivation and test scores. The results suggest that although enhancing test-taking motivation will consistently reduce subgroup differences in test performance and adverse impact, the effect is often small and will not eliminate adverse impact for any condition we examine. However, under some conditions the reduction may be important, and the discussion considers conditions where even these minimal reductions may be practically helpful. [source]

Racial differences in promotion candidate performance and reactions to selection procedures: a field study in a diverse top-management context

JOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 3 2008
John Bret Becton
The present study examined African-American and White promotion candidates' reactions to and performance on selection procedures that were completed within a police department where African Americans occupied the majority of top-management positions. Reactions (perceived job relatedness and test-taking motivation) of 187 candidates competing for promotion to the rank of sergeant were assessed after completing a written job knowledge test and a situational interview. Analyses showed that both the African-American and White candidates judged the situational interview to be more job-related than the pencil-and-paper job knowledge test. In addition, African Americans perceived both selection measures to be more job-related and reported higher levels of test-taking motivation than White candidates even though African Americans performed more poorly than White candidates on the paper-and-pencil test. These results challenge the contention that lower test-taking motivation for African-American candidates is related to racial differences in performance on pencil- and-paper tests. Implications and directions for future research on reactions to selection procedures for promotion in racially diverse employment settings are discussed. Copyright © 2007 John Wiley & Sons, Ltd. [source]