The correlation between vocational school students’ test motivation and the performance in a standardized test of economic knowledge: using direct and indirect indicators of test motivation

Empirical Research in Vocational Education and Training

Table 2 Unstandardized and standardized path coefficients in the three models

	Model 1		Model 2		Model 3
	B unst.	B stand.	B unst.	B stand.	B unst.	B stand.
Regression on TEL4-G score	R² = .110		R² = .226		R² = .258
Self-reported test motivation	.126***	.329***	.114***	.296***	.123***	.318***
Feedback	.007	.012	− .012	− .021	− .011	− .044
Number of missing values			− .021***	− .344***	− .023***	− .378***
Feedback with self-reported test motivation	.052***	.171***	.052***	.171***	.153***	.228***
Regression on number of missing values			R² = .022		R² = .055
Self-reported test motivation			− .625	− .097	− .347	− .054
Feedback			− .926**	− .098**	− .610**	− .142**
Gender					− 1.418***	− .164***
Regression on self-reported test motivation					R² = .003
Gender					.075	.056
Regression on feedback					R² = .000
Gender					.002	.001