SIG-Motivation in Education

Katherine M. Muenks, University of Texas at Austin

Julie Sievers, University of Texas at Austin

Undergraduate instructors’ beliefs about students’ abilities relate to their course policies and student outcomes - Lisa B Limeri, Texas Tech University; Rosario Andrea Marroquin-Flores, James Madison University; Mozhdeh Forghaniarani, James Madison University; Katherine M. Muenks, University of Texas at Austin; Madison Pakenham, Texas Tech University; Chance Pavlock, Texas Tech University; Ivana Raj, Texas Tech University; Sarah Ronda, Texas Tech University; Amy Rudick, Texas Tech University; Amber Sena, Texas Tech University

How Grading Policies Relate to Students’ Perceptions of Teachers’ Beliefs - Shengjie Lin, University of New Mexico; Yu-Yu Hsiao, University of New Mexico; Jennifer Jordan, University of New Mexico; Yiqiu Yan, University of Texas at Austin

Panic and Hope, Pressure and Redemption: College Students’ Motivational Responses to Course Grade Policies - Julie Sievers, University of Texas at Austin; Katherine M. Muenks, University of Texas at Austin

An Autoethnographic Exploration of Ungrading and Faculty Motivation Off the Tenure Track - Allison Zengilowski, Lehigh University

The Motivational Consequences of Grading Policies: A Multilevel, Equity-Focused Interpretation - Alison C. Koenka, University of Oklahoma; Korinthia D. Nicolai, Indiana University; Destini N. Braxton, University of Virginia; Margaret K. Powers, Washington University in St. Louis; Danielle N. Berry, University of Oklahoma; Sandra Graham, University of California - Los Angeles; Kanvarbir Gill, University of Oklahoma

Katherine M. Muenks, University of Texas at Austin

Carlton J. Fong, Texas State University