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The motivational impact of grading: a self-determination perspective

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Background. Assessment of Learning (AoL; assessment is deployed to measure achievement) is a generally accepted part of the educational system. However, little is known about how this affects studentsU+2019 motivational experiences, in the context of Physical Education (PE). Aim. Grounded in Self-Determination Theory, the present study investigated the differences in perceived competence satisfaction and frustration, quality of motivation and level of fear during a regular PE lesson when compared to a lesson in which no AoL took place. Differences between both lessons were also investigated according to studentsU+2019 grades. Methods. Thirty-eight teachers and 724 secondary school students completed validated questionnaires to measure studentsU+2019 perceived competence, motivation and fear after a regular lesson, and a second time after a lesson in which AoL was applied. Also, both students and teachers reported on the studentsU+2019 scores, on the way AoL took place and on the degree to which assessment for learning took place to be able to control for the latter. Multilevel regression analyses were deployed.Results. In general, students experienced less competence satisfaction and autonomous motivation, and on the other hand more competence frustration, controlled motivation, amotivation and fear in a lesson in which AoL was applied. Furthermore, low-achievers reported more feelings of competence frustration, amotivation and fear in a lesson in which AoL was applied, when compared to moderate- and high-achievers. Conclusions. The results of the present study suggest that an educational culture with continuous grading might come with a motivational cost. Implications for future research will be discussed.
Boek: European Association for Research on Learning and Instruction, 16th Biennial conference, Abstracts
Aantal pagina's: 1
Jaar van publicatie:2015