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Autonomy and Task Performance: Explaining the Impact of Grades on Intrinsic Motivation

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Title: Autonomy and Task Performance: Explaining the Impact of Grades on Intrinsic Motivation
Language: English
Authors: Pulfrey, Caroline, Darnon, Celine, Butera, Fabrizio
Source: Journal of Educational Psychology. Feb 2013 105(1):39-57.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Page Count: 19
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Grade 7
Grade 8
Grade 9
Secondary Education
Descriptors: Grades (Scholastic), Student Motivation, Student Attitudes, Academic Achievement, Motivation, Experiments, Age Groups, Comparative Analysis, Self Determination, Feedback (Response), Foreign Countries, Scores, Correlation, Effect Size, Evaluation
Geographic Terms: Switzerland
DOI: 10.1037/a0029376
ISSN: 0022-0663
Abstract: The use of grades to motivate constitutes an unresolved theoretical controversy. In 2 experiments carried out with different age groups and academic tracks, a standard-grade condition was compared with a condition in which differential scoring engendered higher grades and with a no-grade condition. The relative power of task performance and task autonomy to explain differences in subsequent intrinsic motivation (self-report task interest and continuing motivation for the task) was assessed. Results show that, compared with the standard-grade condition, both high-grade and no-grade conditions enhanced the 2 forms of subsequent intrinsic motivation. However, although task performance explained higher levels of task interest in the high-grade condition, it failed to explain higher levels of continuing motivation for the task. Task autonomy, conversely, explained the higher levels of both task interest and continuing motivation for the task experienced in the nongraded condition. Results are discussed in the light of an integrative model that differentiates the mediational role of task performance and autonomy, 2 traditional major explanations of the link between grades and intrinsic motivation. (Contains 11 tables, 3 figures and 9 footnotes.)
Abstractor: As Provided
Number of References: 86
Entry Date: 2013
Accession Number: EJ1006610
Database: ERIC
FullText Text:
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  Data: Autonomy and Task Performance: Explaining the Impact of Grades on Intrinsic Motivation
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  Data: <searchLink fieldCode="AR" term="%22Pulfrey%2C+Caroline%22">Pulfrey, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Darnon%2C+Celine%22">Darnon, Celine</searchLink><br /><searchLink fieldCode="AR" term="%22Butera%2C+Fabrizio%22">Butera, Fabrizio</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Feb 2013 105(1):39-57.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: Y
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Experiments%22">Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Groups%22">Age Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Data: 10.1037/a0029376
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  Data: 0022-0663
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  Label: Abstract
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  Data: The use of grades to motivate constitutes an unresolved theoretical controversy. In 2 experiments carried out with different age groups and academic tracks, a standard-grade condition was compared with a condition in which differential scoring engendered higher grades and with a no-grade condition. The relative power of task performance and task autonomy to explain differences in subsequent intrinsic motivation (self-report task interest and continuing motivation for the task) was assessed. Results show that, compared with the standard-grade condition, both high-grade and no-grade conditions enhanced the 2 forms of subsequent intrinsic motivation. However, although task performance explained higher levels of task interest in the high-grade condition, it failed to explain higher levels of continuing motivation for the task. Task autonomy, conversely, explained the higher levels of both task interest and continuing motivation for the task experienced in the nongraded condition. Results are discussed in the light of an integrative model that differentiates the mediational role of task performance and autonomy, 2 traditional major explanations of the link between grades and intrinsic motivation. (Contains 11 tables, 3 figures and 9 footnotes.)
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  Data: 2013
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  Data: EJ1006610
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1006610
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      – SubjectFull: Grades (Scholastic)
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      – TitleFull: Autonomy and Task Performance: Explaining the Impact of Grades on Intrinsic Motivation
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