Why Grades Engender Performance Avoidance Goals: The Mediating Role of Autonomous Motivation

By Caroline Pulfrey, Céline Buchs, Fabrizio Butera. 2011

204 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/abedf1836639dc4f6b68bd015f9b4762bafea333

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Céline Darnon
2. Fabrizio Butera
3. Caroline Pulfrey
4. Maï Yasué
5. Kelsey Chamberlin
6. Iris Chiang

In Experimental and Cognitive Psychology

1. Céline Darnon
2. Fabrizio Butera
3. Caroline Pulfrey
4. Maï Yasué
5. Kelsey Chamberlin
6. Iris Chiang

In Social Psychology

1. Céline Darnon
2. Fabrizio Butera
3. Caroline Pulfrey
4. Maï Yasué
5. Kelsey Chamberlin
6. Iris Chiang

Citations in the corpus

• Making the grade: a history of the A–F marking scheme (2014, unknown): “And still others have suggested the extrinsic motivation of grading works against the fundamental purposes of education (e.g. Beck et al. 1991: 35–37; Butler 1988: 1–14; Milton et al. 1986; Pulfrey et al. 2011: 683–700).”
• Achievement goals in educational contexts: A social psychology perspective (2012, unknown): “Another article recently demonstrated that the anticipation of a grade (a normative evaluation) increased students’ performance-avoidance goals but not performance-approach goals (Pulfrey et al., 2011).”
• The impact of grades on student motivation (2018, background): “In addition, although multi-interval grades are ubiquitous across most institutions, there is a paucity of research on the impact of grades on motivation in universities (notable exception: Pulfrey et al., 2011).”
• Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. (2013, methodology): “Ryan (1982), too, posited that the more we perceive communications from others as pressure to attain a specific outcome, the less likely we are to experience task autonomy.”
• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “Thus Pulfrey et al. (2011) found, as expected in SDT, that expectations of being graded led students to be less autonomously motivated and more likely to adopt performance-avoidance goals.”