Teaching to the test: Unraveling the consequences for student motivation

Despite widespread concerns that teaching to the test (TTT) as an (excessive) test preparation strategy undermines students' motivation, research has mainly focused on teacher statements and associations with achievement. Studies examining whether perceived TTT increases as exams approach and how this impacts students' motivation are lacking. Using Expectancy-Value Theory, this study longitudinally investigates changes in perceived TTT and academic motivation among N = 1855 secondary school students nearing graduation. Latent change score models revealed a significant increase in intrinsic motivation, importance, and grade self-efficacy but no influence of initial perceived TTT on motivational development. Perceived TTT increased significantly from grade 11 to 12, predicting changes in intrinsic motivation, importance, and utility but not perceived cost or self-efficacy. These findings challenge the belief that TTT inherently harms motivation, suggesting it may enhance some aspects of motivation when used strategically before exams. However, more studies are needed to understand the underlying mechanisms fully. • We used Situated Expectancy-Value Theory and Latent Change Score Modeling. • Students perceived an increase in teaching to the test (TTT) from grade 11 to 12. • Changes in TTT positively predicted changes in three value aspects. • More frequent TTT did not predict higher grade self-efficacy.