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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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The limits of noncognitive assessments: Faking, motivation, and validity in higher education admissions

Tzu-Yang Chao1, Yao-Ting Sung2

  • 1Graduate Institute of Learning and Instruction, Center for Teacher Education, National Central University, Taoyuan City, Taiwan.

Acta Psychologica
|July 17, 2026
PubMed

Keywords:
Experimental designFaking effectNoncognitive assessmentStructural equation modelingTeacher education admissionsTeaching motivation

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