Does That A Really Make Up for the C? Student Reaction to Above- and Below-Average Grades

Autor/inn/en	Ackerman, David S.; Yang, Jing
Titel	Does That A Really Make Up for the C? Student Reaction to Above- and Below-Average Grades
Quelle	In: Journal of Marketing Education, 43 (2021) 1, S.120-131 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ackerman, David S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/0273475320923071
Schlagwörter	Student Reaction; Student Satisfaction; Student Motivation; Emotional Response; Positive Attitudes; Negative Attitudes; Student Evaluation of Teacher Performance; Course Evaluation; Attribution Theory; Grades (Scholastic); Marketing; Business Administration Education; Personality Traits; College Students; Private Colleges + Suchen Sie Ihr Suchwort? Schülerkritik; Schulische Motivation; Emotionales Verhalten; Negative Fixierung; Notenspiegel; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent; Privathochschule
Abstract	Grades function as an important tool for instructors, both to communicate information to students about their performance and to motivate them to try harder to succeed. This research examines student reactions to the presentation of grades in a marketing course to observe their impact on student ratings, perceptions, attributions, and emotions. A study compared different patterns of grades for three exams in which students could receive a 3.0 or similar grade point average (GPA). The results indicate that, holding overall GPA equal, students like a decline in grades the least, but they do not necessarily prefer improvement of grades over receiving the same grade throughout the term. Grades perceived to be bad have a disproportionate impact, regardless of the quality of the grades received later in the semester. Findings regarding student reactions support the literature on relative deprivation and on the asymmetry of negative and positive information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01