A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback

Koenka, Alison C.; Linnenbrink‐Garcia, Lisa; Moshontz, Hannah; Atkinson, Kayla M.; Sanchez, Carmen E.; Cooper, Harris

doi:10.1080/01443410.2019.1659939

Cited by 63 publications

(42 citation statements)

References 50 publications

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“…Providing feedback about learners’ ability is one of the most powerful tools to help learners cultivate confidence and regulate their behavior to achieve their goals ( Koenka et al, 2019 ). However, it is inevitable that learners will receive negative feedback when they fail.…”

Section: Discussionmentioning

confidence: 99%

“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction

Lou

Noels

2020

Front. Psychol.

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Supporting students’ growth mindsets (i.e., beliefs that ability can be improved) and basic psychological needs (i.e., needs for autonomy, competence, and relatedness) is an important way to sustain their motivation and resilience after challenging situations. We argue that others’ feedback may support or undermine mindsets and need satisfaction simultaneously through students’ meta-lay theories—that is, students’ perceptions of whether others (in this case, their teacher) believe that ability can be improved or not. We conducted a randomized controlled experiment in which 180 university students who spoke English as their second language failed a difficult English test and received either feedback from a teacher who consoled their lack of ability, feedback that focused on improving ability, or no feedback. We found that compared to students receiving no feedback, students receiving ability-consoling feedback perceived that the teacher believed less in their potential and felt less competent, and students receiving improvement-oriented feedback perceived that the teacher believed more in their potential. Consequently, meta-lay theory (“the teacher believes I can change my ability”) predicted students’ endorsement of growth mindsets (“I believe I can improve”) and need satisfaction (sense of competence, relatedness, and autonomy). In turn, mindsets and need satisfaction jointly predicted language confidence and beliefs about mistakes. Only need satisfaction, however, predicted task avoidance and duration of task engagement. Meta-lay theories underlie the processes through which feedback supports or undermines students’ resilience after failure.

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Section: Discussionmentioning

confidence: 99%

“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction

Lou

Noels

2020

Front. Psychol.

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“…26 Koenka and colleague's meta-analysis of the impact of grades on learning showed that compared to written feedback and no feedback at all, students receiving grades had poorer achievement and less optimal motivation. 28 Therefore, simply telling students their test grade or indicating which questions they missed does not help improve their knowledge or skills as much as providing feedback about why a certain answer is correct or incorrect.…”

Section: A J P Ementioning

confidence: 99%

Deficiencies of Traditional Grading Systems and Recommendations for the Future

Cain

Medina

Romanelli

et al. 2022

American Journal of Pharmaceutical Education

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“…Of the 60 studies focused on Cognition (including those coded as both Cognition and Motivation), two were meta-analysis (Panadero et al, 2017;Koenka et al, 2019), four used qualitative methods, four were case studies, six were descriptive, and 28 were experiments or quasi-experimental. Ten relied solely on self-report surveys/questionnaires, while five employed surveys and additional quantitative and/or qualitative methods such as think alouds, interviews, grades, or trace data.…”

Section: Findings Regarding the Cognition Areamentioning

confidence: 99%

Classroom Assessment as Co-Regulated Learning: A Systematic Review

Andrade

Brookhart

2021

Front. Educ.

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Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 studies, we observe that there is support for most but not all elements of the framework but little research that represents the reciprocal nature of co-regulation. We highlight studies that enable students and teachers to use assessment to scaffold co-regulation. Concluding that the contemporary perspective on assessment as the co-regulation of learning is a useful development, we consider future directions for research that can address the limitations of the collection reviewed.

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A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback

Cited by 63 publications

References 50 publications

“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction

“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction

Deficiencies of Traditional Grading Systems and Recommendations for the Future

Classroom Assessment as Co-Regulated Learning: A Systematic Review

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