Logan, J. P. (2009). The affective and motivational impact of the test accommodation extended time based on students’ performance goal orientations (Publication No. 3361357) [Doctoral dissertation, Fordham University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304879700

UMI# 3361357 Fordham University; also located on Fordham University webpage http://fordham.bepress.com/dissertations/AAI3361357/

The accommodation examined was extended time. This study explored relationships among performance goal orientation and emotional responses, associated with ratings of self-efficacy when provided with the "extended time" test accommodation.

Ninety high school students with learning disabilities from a school in Westchester County, New York (U.S.) participated. The participant group was relatively evenly distributed across the four grade levels. Gender and ethnicity data were also reported.

The dependent variable in this study was relative score on an academic reading task as measured by the Nelson-Denny Reading Test, Comprehension section (Lewandowski et al., 2003). Additional measures included those of positive emotions, negative emotions, and self-efficacy as measured by participant self-rating scales: Achievement Goal Questionnaire (Elliot & McGregor, 2001; Cury et al., 2006), Test Emotions Questionnaire (Pekrun et al., 2004, 2006), and Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991, 1993).

It was expected that there would be an enhancing affect for accommodations use upon emotional responses and self-efficacy based on approach and avoidance orientations. That is, those with an approach orientation were expected to have increased scores in positive emotion and self-efficacy when receiving extended time, and those with an avoidance orientation were expected to have increased scores in negative emotion and decreases in self-efficacy. Instead, the opposite interaction occurred: students provided extended time tended not to experience such enhancements when compared to those not receiving this accommodation. Findings did affirm that students with different orientations about task completion do demonstrate different types of emotion and different degrees of self-efficacy. Additional trends in the data were elaborated. Limitations of the study were reported, and future research possibilities were suggested.