Effects of College Science Grading Policies on Students' Mind-Sets and Motivation

• In Event: 67.069 - Sheraton Roundtable 14 - Osgoode Ballroom
  In Roundtable Session: 67.069-3 - Roundtable: Research on Science Learning and Higher Education

Abstract

Approximately half of students who begin a STEM major switch to a non-STEM major, often citing the competitive climate as a reason for switching (Chen 2013). Two online studies examined the role of science course grading policies on college students’ motivational beliefs and goals by randomly assigning participants to read a scenario about a hypothetical science course with either a criterion-referenced or curved grading policy. Across two studies, reading about a course with a curved grading policy (compared to criterion-referenced policy) led students to perceive the course as emphasizing performance avoidance goals and to adopt more of a fixed mindset in a STEM domain. These findings suggest that curved grading policies in STEM courses may undermine students’ motivation and persistence.

Authors

• James Haley, Boston College

• Shenira A. Perez, Boston College

• Sidney May, Boston College

• David B. Miele, Boston College