Advanced search
Add to list
Author
Organization
Abstract
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 students’ 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 students’ grades. Methods. Thirty-eight teachers and 724 secondary school students completed validated questionnaires to measure students’ 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 students’ 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.

Citation

Please use this url to cite or link to this publication:

MLA
Krijgsman, Christina, Jolien Maes, Lars Borghouts, et al. “The Motivational Impact of Grading: a Self-determination Perspective.” European Association for Research on Learning and Instruction, 16th Biennial Conference, Abstracts. 2015. Print.
APA
Krijgsman, C., Maes, J., Borghouts, L., van Tartwijk, J., Cardon, G., Vansteenkiste, M., & Haerens, L. (2015). The motivational impact of grading: a self-determination perspective. European Association for Research on Learning and Instruction, 16th Biennial conference, Abstracts. Presented at the 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI 2015): Towards a reflective society : synergies between learning, teaching and research.
Chicago author-date
Krijgsman, Christina, Jolien Maes, Lars Borghouts, Jan van Tartwijk, Greet Cardon, Maarten Vansteenkiste, and Leen Haerens. 2015. “The Motivational Impact of Grading: a Self-determination Perspective.” In European Association for Research on Learning and Instruction, 16th Biennial Conference, Abstracts.
Chicago author-date (all authors)
Krijgsman, Christina, Jolien Maes, Lars Borghouts, Jan van Tartwijk, Greet Cardon, Maarten Vansteenkiste, and Leen Haerens. 2015. “The Motivational Impact of Grading: a Self-determination Perspective.” In European Association for Research on Learning and Instruction, 16th Biennial Conference, Abstracts.
Vancouver
1.
Krijgsman C, Maes J, Borghouts L, van Tartwijk J, Cardon G, Vansteenkiste M, et al. The motivational impact of grading: a self-determination perspective. European Association for Research on Learning and Instruction, 16th Biennial conference, Abstracts. 2015.
IEEE
[1]
C. Krijgsman et al., “The motivational impact of grading: a self-determination perspective,” in European Association for Research on Learning and Instruction, 16th Biennial conference, Abstracts, Limassol, Cyprus, 2015.
@inproceedings{7262432,
  abstract     = {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 students’ 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 students’ grades. 
Methods. Thirty-eight teachers and 724 secondary school students completed validated questionnaires to measure students’ 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 students’ 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.},
  author       = {Krijgsman, Christina and Maes, Jolien and Borghouts, Lars and van Tartwijk, Jan and Cardon, Greet and Vansteenkiste, Maarten and Haerens, Leen},
  booktitle    = {European Association for Research on Learning and Instruction, 16th Biennial conference, Abstracts},
  language     = {eng},
  location     = {Limassol, Cyprus},
  title        = {The motivational impact of grading: a self-determination perspective},
  year         = {2015},
}