The Effects of Course Grade Policies on Perceived Course Contexts and Student Motivation in College (Poster 18)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Motivation, Emotion, and Engagement Across Contexts

Abstract

Despite the relevance of course grading policies to several influential motivational theories, few studies have examined how specific policies shape students’ motivation. Two experimental studies (N = 850) explored the motivational effects of course grade policies. Study 1 manipulated the relative weighting of exams versus other assessments in the overall course grade, while Study 2 manipulated the provision of grade recovery opportunities, including dropping a low exam grade and retaking an exam. Findings revealed that both kinds of policies significantly affected students’ perceptions of classroom goal structures and of instructors’ mindset beliefs, students’ expectancies for success and subjective task values, and students’ anticipated choices and behaviors. These studies provide important experimental evidence about how syllabus policies may affect students’ motivational processes.

Authors

• Julie Sievers, University of Texas at Austin

• Katherine M. Muenks, University of Texas at Austin

• Veronica X. Yan, University of Texas at Austin