Does Study Abroad Grading Motivate Students?

Abstract

Our goal in conducting this research is twofold: to contribute to this discussion by exploring relationships of various sorts between grading and motivation, and to broaden the discussion of the central question under investigation. We believe that study abroad is about a good deal more than grades and academic achievement. To this end, we widened the scope of the investigation. We considered an assessment of motivation that includes an evaluation of the degree to which the student is engaged with the host community and is making an effort to derive maximum benefit from the intercultural dimensions of the program, even though these efforts are rarely related to grades received. Cultural integration and learning are a significant and unique part of the study abroad experience and we considered it important to explore student motivation in these regards, while also tracking the impact of grades related to transcript practices.

Mapping the Knowledge Base in Study Abroad from the United States: A Scoping Review from 2001-2021

“…Other frequently examined outcomes were student retention, graduation rates, and grade point averages (e.g., Trooboff et al, 2004;Xu et al, 2013;Whatley & Canché, 2021). Findings in recent articles largely parallel findings in studies previously reviewed by Twombly et al (2012), with study abroad having net positive effect on outcomes, even when controlling for socio-economic status.…”

Outcomes of Global Education: External and Internal Change Associated With Study Abroad

“…More recently, researchers have begun to examine not only the external outcomes of study abroad but also the specific mechanisms or conditions that might contribute to such change. Evidence suggests that external outcomes are influenced by several variables such as program duration, institutional grading policies, type of program, degree of contact with host‐country nationals, and demographic variables (Akande & Slawson, ; Brecht, Davidson, & Ginsberg, ; Brecht & Robinson, ; Chieffo & Griffiths, ; Dwyer, ; Trooboff, Cressey, & Monty, ). Depending on the specific external outcome studied, these variables exhibit varying effects, which can sometimes challenge conventional wisdom with regard to study abroad experiences (Comp et al., ).…”

Community College Study Abroad: An Event History Analysis

“…GPA requirements for study abroad programs are worrisome, in that, they inherently restrict study abroad opportunities to only a subset of the student population. Such requirements ignore research findings showing that students with low GPAs benefit from study abroad and may garner greater-than-average academic gains after participating in such an experience (Sutton & Rubin, 2004; Trooboff et al, 2004). Equally as worrisome, prior research within the community college sector finds that students highlight honors program offerings abroad among their motivations for pursuing study abroad (Amani & Kim, 2018).…”