Examining the Usefulness of a Points System in a Residential College

Autor/inn/en	Rose, Emily; Sriram, Risi
Titel	Examining the Usefulness of a Points System in a Residential College
Quelle	In: Journal of College Student Development, 57 (2016) 3, S.280-284 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	College Environment; College Students; Residential Institutions; Higher Education; Learner Engagement; Outcomes of Education; Motivation; Incentives; Student Participation; Surveys; Predictor Variables; Residential Programs + Suchen Sie Ihr Suchwort? Hochschulumwelt; Collegestudent; Wohnumgebung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; psychologische; Motivation (psychologisch); Anreiz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Survey; Umfrage; Befragung; Prädiktor; Sozialer Wohnungsbau
Abstract	Leaders of higher education value student engagement because of its measured effects on student outcomes such as retention and academic success. To increase engagement, institutions implement measures such as livinglearning programs, which combine the residential experience with an academic focus (Arboleda, Wang, Shelley, & Whalen, 2003; Zhao & Kuh, 2004). Institutions also employ residential colleges based on the early structures of Oxford and Cambridge (O'Hara, 2012; Ryan, 2001). To encourage and measure engagement, some residential colleges utilize a variant of a points system, which tracks attendance at community events and other forms of involvement. A points system is (a) a measure of the physical involvement of students (which activities they take part in) and (b) a potentially motivating factor for involvement. There are potential benefits and drawbacks to a points system. It is possible that students who desire to earn rewards or avoid punishments associated with a points system will experience increased extrinsic motivation, leading to psychological engagement as a by-product of their physical participation. However, it is unclear whether such a system can effectively benefit intrinsic motivation in addition to measuring physical participation (Deci & Ryan, 2002). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01