A Meta-Analysis on the Impact of Grades and Comments on Academic Motivation and Achievement: A Case for Written Feedback

Autor/inn/en	Koenka, Alison C.; Linnenbrink-Garcia, Lisa; Moshontz, Hannah; Atkinson, Kayla M.; Sanchez, Carmen E.; Cooper, Harris
Titel	A Meta-Analysis on the Impact of Grades and Comments on Academic Motivation and Achievement: A Case for Written Feedback
Quelle	In: Educational Psychology, 41 (2021) 7, S.922-947 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koenka, Alison C.) ORCID (Moshontz, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1659939
Schlagwörter	Meta Analysis; Academic Achievement; Grades (Scholastic); Student Motivation; Feedback (Response); Elementary Secondary Education; Individual Differences; Elementary School Students; Secondary School Students; Intellectual Disciplines; Predictor Variables + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Schulleistung; Notenspiegel; Schulische Motivation; Individueller Unterschied; Sekundarschüler; Geisteswissenschaften; Prädiktor
Abstract	This research synthesis examined the impact of grades, comments, and no performance feedback on academic motivation and achievement in elementary and secondary school. Four meta-analyses were conducted, with two each exploring the impact of (a) grades versus no performance feedback and (b) grades versus comments on academic motivation and achievement, respectively. Overall results indicated that grades positively influenced achievement but negatively influenced motivation compared to no feedback. However, compared to those who received comments, students receiving grades had poorer achievement and less optimal motivation. Moderator analyses generally suggested that overall effects varied as a function of the type of motivation (i.e. the specific construct, internal vs. external motivation), context (e.g. academic subject; comment type), student characteristics (e.g. achievement level), and methodology (i.e. grade anticipation versus receipt), though it was not possible to test these moderators in all analyses. Theoretical and methodological contributions and implications for education practice are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01