The Impact of Grades on Student Motivation

Autor/inn/en	Chamberlin, Kelsey; Yasué, Maï; Chiang, I-Chant A.
Titel	The Impact of Grades on Student Motivation
Quelle	In: Active Learning in Higher Education, 24 (2023) 2, S.109-124 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787418819728
Schlagwörter	Scores; Student Motivation; Grades (Scholastic); Anxiety; Psychological Patterns; Undergraduate Students + Suchen Sie Ihr Suchwort? Schulische Motivation; Notenspiegel; Angst
Abstract	Although research has explored how in-class pedagogical practices and narrative feedback affect student engagement and motivation, questions remain on the impact of grading systems (i.e. multi-interval grades vs pass/fail and narrative evaluation) on academic motivation. Here, we compared the motivation of students who received multi-interval grades to students who were evaluated with a pass/fail and end of course narrative evaluation. In addition, we compared academic motivation at institutions with different grading systems. Grades did not enhance academic motivation. Instead, grades enhanced anxiety and avoidance of challenging courses. In contrast, narrative evaluations supported basic psychological needs and enhanced motivation by providing actionable feedback, promoting trust between instructors and students and cooperation amongst students. Even when accounting for potential confounding factors, students in universities that used narrative evaluations experienced higher intrinsic and autonomous motivation compared to students who received multi-interval grades. Given the potential for grades to thwart basic psychological needs and academic motivation, institutions should re-evaluate when and in which programs grades may be appropriate or necessary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01