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Performance grading and motivational functioning and fear in physical education : a self-determination theory perspective

Christa Krijgsman, Maarten Vansteenkiste UGent, Jan van Tartwijk, Jolien Maes, Lars Borghouts, Greet Cardon UGent, Tim Mainhard and Leen Haerens UGent (2017) LEARNING AND INDIVIDUAL DIFFERENCES. 55. p.202-211
abstract
Grounded in self-determination theory, the present study examines the explanatory role of students' perceived need satisfaction and need frustration in the relationship between performance grading (versus non-grading) and students' motivation and fear in a real-life educational physical education setting. Grading consisted of teacher judgments of students' performances through observations, based on pre-defined assessment criteria. Thirty-one classes with 409 students (M-age = 14.7) from twenty-seven Flemish (Belgian) secondary schools completed questionnaires measuring students' perceived motivation, fear and psychological need satisfaction and frustration, after two lessons: one with and one without performance grading. After lessons including performance grading, students reported less intrinsic motivation and identified regulation, and more external regulation, amotivation and fear. As expected, less need satisfaction accounted for (i.e., mediated) the relationship between performance grading and self-determined motivational outcomes. Need frustration explained the relationship between performance grading and intrinsic motivation, as well as less self-determined motivational outcomes. Theoretical and practical implications are discussed
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
Need satisfaction, Need frustration, Motivation, Assessment, Fear, INTRINSIC MOTIVATION, REFERENCED ASSESSMENT, STUDENT MOTIVATION, GOAL CONTENTS, AUTONOMY, AVOIDANCE, FEEDBACK, CRITERIA, GRADES, ACHIEVEMENT
journal title
LEARNING AND INDIVIDUAL DIFFERENCES
volume
55
pages
10 pages
publisher
Elsevier BV
Web of Science type
Article
Web of Science id
000403634300021
ISSN
1041-6080
DOI
10.1016/j.lindif.2017.03.017
language
English
UGent publication?
yes
classification
A1
copyright statement
I have retained and own the full copyright for this publication
id
8532440
handle
http://hdl.handle.net/1854/LU-8532440
date created
2017-09-27 13:00:23
date last changed
2017-10-02 08:07:33
@article{8532440,
  abstract     = {Grounded in self-determination theory, the present study examines the explanatory role of students' perceived need satisfaction and need frustration in the relationship between performance grading (versus non-grading) and students' motivation and fear in a real-life educational physical education setting. Grading consisted of teacher judgments of students' performances through observations, based on pre-defined assessment criteria. Thirty-one classes with 409 students (M-age = 14.7) from twenty-seven Flemish (Belgian) secondary schools completed questionnaires measuring students' perceived motivation, fear and psychological need satisfaction and frustration, after two lessons: one with and one without performance grading. After lessons including performance grading, students reported less intrinsic motivation and identified regulation, and more external regulation, amotivation and fear. As expected, less need satisfaction accounted for (i.e., mediated) the relationship between performance grading and self-determined motivational outcomes. Need frustration explained the relationship between performance grading and intrinsic motivation, as well as less self-determined motivational outcomes. Theoretical and practical implications are discussed},
  author       = {Krijgsman, Christa and Vansteenkiste, Maarten and van Tartwijk, Jan and Maes, Jolien and Borghouts, Lars and Cardon, Greet and Mainhard, Tim and Haerens, Leen},
  issn         = {1041-6080},
  journal      = {LEARNING AND INDIVIDUAL DIFFERENCES},
  keyword      = {Need satisfaction,Need frustration,Motivation,Assessment,Fear,INTRINSIC MOTIVATION,REFERENCED ASSESSMENT,STUDENT MOTIVATION,GOAL CONTENTS,AUTONOMY,AVOIDANCE,FEEDBACK,CRITERIA,GRADES,ACHIEVEMENT},
  language     = {eng},
  pages        = {202--211},
  publisher    = {Elsevier BV},
  title        = {Performance grading and motivational functioning and fear in physical education : a self-determination theory perspective},
  url          = {http://dx.doi.org/10.1016/j.lindif.2017.03.017},
  volume       = {55},
  year         = {2017},
}

Chicago
Krijgsman, Christa, Maarten Vansteenkiste, Jan van Tartwijk, Jolien Maes, Lars Borghouts, Greet Cardon, Tim Mainhard, and Leen Haerens. 2017. “Performance Grading and Motivational Functioning and Fear in Physical Education : a Self-determination Theory Perspective.” Learning and Individual Differences 55: 202–211.
APA
Krijgsman, Christa, Vansteenkiste, M., van Tartwijk, J., Maes, J., Borghouts, L., Cardon, G., Mainhard, T., et al. (2017). Performance grading and motivational functioning and fear in physical education : a self-determination theory perspective. LEARNING AND INDIVIDUAL DIFFERENCES, 55, 202–211.
Vancouver
1.
Krijgsman C, Vansteenkiste M, van Tartwijk J, Maes J, Borghouts L, Cardon G, et al. Performance grading and motivational functioning and fear in physical education : a self-determination theory perspective. LEARNING AND INDIVIDUAL DIFFERENCES. Elsevier BV; 2017;55:202–11.
MLA
Krijgsman, Christa, Maarten Vansteenkiste, Jan van Tartwijk, et al. “Performance Grading and Motivational Functioning and Fear in Physical Education : a Self-determination Theory Perspective.” LEARNING AND INDIVIDUAL DIFFERENCES 55 (2017): 202–211. Print.