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The variability of maximal ROM has previously been used as a measure of sub-maximal effort in the testing situation due to fear of pain or movement.
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Not only self-concept in mathematics but also worry and invested effort became relevant at this juncture, meaning that (a) the higher the self-concept of these students, (b) the less worried they were, and (c) the more they invested effort in the test, the better their performance on it.
ROM-variability from repeated recordings of maximal cervical range has been introduced as a measure that could distinguish between maximal and sub-maximal effort in the ROM testing situation [ 57, 58].
Students in the self-explanation condition also invested less mental effort in the post-test.
Then they had thirty-five minutos to complete the post-test, after which they again rated the mental effort invested in the test.
The correlation coefficient between mental effort in the learning and test phases was 0.904, P < 0.001, and the correlation coefficient between difficulty rating in the learning and test phase was 0.888, P < 0.001.
The NIEHS/NTP mounted the most comprehensive effort in testing, involving the comparison of four mutagenicity assays along with rodent carcinogenicity data (Tennant et al. 1987).
The letter, sent to all year 6 pupils at Barrowford school in Nelson, near Burnley, told each child they should be "very proud" of their effort in the key stage 2 (KS2) tests, but cautioned: "We are concerned that these tests do not always assess all of what it is that makes each of you special and unique".
Children at Barrowford school in Nelson, near Burnley, were told that the school was "very proud" of their effort in the Key Stage 2 (KS2) tests, but went on: "We are concerned that these tests do not always assess all of what it is that make each of you special and unique".
The letter said the school was "very proud" of their effort in the Key Stage 2 (KS2) tests, but went on: "We are concerned that these tests do not always assess all of what it is that make each of you special and unique.
The research team investigated the students' effort in testing sessions before (traditional sessions) and after implementation of the proctor-strategies (strategic sessions).
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