Student Performance in Accounting Courses: Do Bonus Points Motivate Performance?

Autor/in	Miglietti, Cynthia
Titel	Student Performance in Accounting Courses: Do Bonus Points Motivate Performance?
Quelle	In: Journal of Education for Business, 96 (2021) 4, S.237-242 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2020.1812486
Schlagwörter	Academic Achievement; Performance Factors; Accounting; Business Administration Education; Introductory Courses; Anxiety; Incentives; Grades (Scholastic); Undergraduate Students; Student Motivation; Gender Differences + Suchen Sie Ihr Suchwort? Schulleistung; Leistungsindikator; Abrechnung; Buchführung; Buchhaltung; Einführungskurs; Angst; Anreiz; Notenspiegel; Schulische Motivation; Geschlechterkonflikt
Abstract	Achievement in accounting classes is important. However, research has shown that anxiety is one of the major hindrances to academic performance in accounting classes. An accounting anxiety rating scale (AARS) was administered to 202 students at a branch campus of a large Midwestern university. The accounting courses are required for both the associate and bachelor's degrees in business. This paper evaluates whether the use of bonus points in accounting classes will reduce student anxiety and help motivate performance. The results reveal that there are significant differences between genders, but not by class and degree program on the ability of bonus points to motivate student performance. Bonus points do motivate student performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01