Perceived authenticity in solving mathematical reality-based test items: Influencing factors and emotional-motivational effects

Authenticity is considered a key criterion in mathematical reality-based test items, both to ensure content validity and to promote positive emotions and motivation during processing. However, students’ perception of authenticity and its empirical effects remain largely unclear. The study investigates (1) to what extent students perceive aspects of reality-based test items as authentic, (2) to what extent personal characteristics and the occurrence of factual authenticity in reality-based test items predict students’ perception of authenticity, and (3) to what extent the perception of authenticity predicts students’ emotions and motivations. Data were collected from 258 secondary school students using a paper-and-pencil survey. Results indicate that students perceive the authenticity of aspects in reality-based test items as moderate on average, with substantial variation. Personal characteristics and the occurrence of factual authenticity explain little variance in this perception, whereas perceived authenticity is a highly significant predictor of test-item-specific situational interest, enjoyment, and lower boredom.