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Too hard, too easy, or just right? The relationship between effort or boredom and ability-difficulty fit

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References

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2009

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Academic boredom in under- and over-challenging situations

237 cited

1995The Consequence of Consequence: Motivation, Anxiety, and Test Performance230 cited

2001Test motivation in the assessment of student skills: The effects of incentives on motivation and performance228 cited

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2020The relationship between performance and test-taking effort when measured with self-report or time-based instruments: A meta-analytic review72 cited
2015Is it all about value? Bringing back the expectancy component to the assessment of test-taking motivation72 cited
2018On the Development of a Computer-Based Tool for Formative Student Assessment: Epistemological, Methodological, and Practical Issues62 cited
2017Relating Product Data to Process Data from Computer-Based Competency Assessment37 cited
2018A multilevel study of position effects in PISA achievement tests: student- and school-level predictors in the German tracked school system34 cited
2016How Representational Pictures Enhance Students’ Performance and Test-Taking Pleasure in Low-Stakes Assessment34 cited
2023Test boredom: Exploring a neglected emotion.33 cited
2020Large-Scale Cognitive Assessment25 cited