Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.
By Caroline Pulfrey, Céline Darnon, Fabrizio Butera. 2013
100 citations recorded by the source corpus.
Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/cb189ff264f70f129c2c665f7b9daebe048b2011
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Applied Psychology
In Experimental and Cognitive Psychology
- Alison C. Koenka
- Lisa Linnenbrink-Garcia
- Kayla M. Atkinson
- Hannah Moshontz
- Maï Yasué
- Carmen Sanchez
- Kelsey Chamberlin
- Iris Chiang
In Social Psychology
- Alison C. Koenka
- Lisa Linnenbrink-Garcia
- Kayla M. Atkinson
- Hannah Moshontz
- Maï Yasué
- Carmen Sanchez
- Kelsey Chamberlin
- Iris Chiang
Citations in the corpus
- The impact of grades on student motivation (2018, background): “Experiments demonstrated that awarding grades can reduce autonomous motivation by thwarting autonomy (Butler and Nisan, 1986; Pulfrey et al., 2013; Ryan and Weinstein, 2009).”
- A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “…studies adopt a self-determination theoretical perspective and thus measure intrinsic motivation and/or extrinsic motivation (e.g. Butler, 2006; Pulfrey et al., 2013); others focus on goal orientations (e.g. Pekrun et al., 2014) or expectancies and values (e.g. Baumert & Demmrich, 2001), to…”