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Abstract
This mixed-methods study examines young adolescents' perceptions of strategies implemented before a state-mandated “high-stakes” test. Survey results for Grade 8 students (N = 215) are analyzed by sex, academic group, and preparation team. Letters to the principal are reviewed for convergence and additional themes. Although students were most motivated by extrinsic rewards, those whose teachers developed students' self-efficacy and positively used attribution theory were less influenced. Letters revealed parental impact on students' attitudes and performance. Implications are addressed.
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