Intentional learning environments and extrinsic incentives to enhance students' engagement in assessment-related discourse: consequences on motivational traits and states
Michael, Marina Andrea
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This study examined the effects of incentives on student engagement in formative feedback to explore unresolved issues regarding extrinsic rewards. Ninth-graders (N=95) in six classrooms completed two sets of self-report motivation surveys during an innovative assessment-intensive curriculum. Following formative feedback sessions, students in three of the classes volunteered to have their self-assessed proficiency displayed prominently (public recognition). Trait-oriented surveys assessed general motivational orientation before and after instruction. Public recognition was associated with significantly increased value for the domain of genetics, and no significant negative consequences were detected. State-oriented surveys assessed task-specific motivational orientations early and late in the curriculum. Public recognition was associated with a significant increase in perceived competence, and no significant negative consequences were detected. These results provide initial support for the argument that the "intentional" learning environments minimize the potential negative consequences of extrinsic incentives for students.