Search results for: Samuels Maurice
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The article describes the shift into standardized testing as means of accountability, following the adoption of the No Child Left Behind legislation in the United States. The authors examine how individual differences in motivation and psychological processes contribute to the high-stakes math assessment. The individual differences that are considered are: achievement goals, value, self-concept, self efficacy, text anxiety, and cognitive processes.
Updated: Mar. 23, 2008