{"id":33234,"date":"2019-12-19t10:47:31","date_gmt":"2019-12-19t15:47:31","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=33234"},"modified":"2019-12-18t15:47:52","modified_gmt":"2019-12-18t20:47:52","slug":"grades-as-a-necessary-evil-how-they-affect-student-motivation-and-what-we-can-do-about-it","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2019\/12\/grades-as-a-necessary-evil-how-they-affect-student-motivation-and-what-we-can-do-about-it\/","title":{"rendered":"grades as a necessary evil? how they affect student motivation and what we can do about it."},"content":{"rendered":"
by heather fedesco, cft assistant director<\/em><\/p>\n <\/p>\n <\/a>during the december meeting of the\u00a0cft\u2019s student motivation journal club<\/a>, we tackled the perplexing question of whether grades help or hinder student motivation. chamberlin and colleagues\u2019 paper titled, \u201cthe impact of grades on student motivation<\/a>\u201d gave us a great launching point to embark on this discussion.<\/p>\n the authors reviewed literature that suggests that grades may play a dual function. on the one hand, they provide feedback to students, measure performance for external audiences, and they might enhance motivation if students perceive them as competence-enhancing feedback. on the other hand, grades have been associated with higher levels of stress, anxiety and cheating behaviors, and a reduction in cooperative learning, critical thinking, autonomous academic motivation, and feelings of trust between the instructor and student.<\/p>\n