View in EDS

Student Motivation, Anxiety and Pass/Fail Grading: A SoTL Project

Saved in:
Bibliographic Details
Title: Student Motivation, Anxiety and Pass/Fail Grading: A SoTL Project
Language: English
Authors: Walden, Patrick R.
Source: Teaching and Learning in Communication Sciences & Disorders. 2022 6(1).
Availability: Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Scholarship, Educational Research, Postsecondary Education as a Field of Study, Student Motivation, Student Attitudes, Anxiety, Pass Fail Grading, Student Evaluation, Grading, Time Perspective, College Students, Learning Motivation, Measures (Individuals), Predictor Variables
Assessment and Survey Identifiers: Academic Motivation Scale
ISSN: 2689-6443
Abstract: This SoTL project explored sources of student anxiety and motivation across student assessment conditions of traditional numerical grading and pass/fail grading and sought to determine if pass/fail grading was helpful in lowering student anxiety while increasing student motivation to learn. Results indicated that students scored equally well on a test of student learning across pass/fail and numerical grading groups, indicating that pass/fail grading did not lead to poorer course objective mastery. Students were similar in terms of sources of anxiety and levels of anxiety. Motivation across groups was also similar, largely extrinsic in nature, and consistent pre- to post-course. Results coupled with subjective instructor reflection provide some, yet weak, support for the use of pass/fail grading in helping to ease course-related anxiety (at least for some) while still facilitating student development toward course learning goal mastery.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1349419
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1349419
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1349419
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student Motivation, Anxiety and Pass/Fail Grading: A SoTL Project
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Walden%2C+Patrick+R%2E%22">Walden, Patrick R.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teaching+and+Learning+in+Communication+Sciences+%26+Disorders%22"><i>Teaching and Learning in Communication Sciences & Disorders</i></searchLink>. 2022 6(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education+as+a+Field+of+Study%22">Postsecondary Education as a Field of Study</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Pass+Fail+Grading%22">Pass Fail Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Perspective%22">Time Perspective</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Academic+Motivation+Scale%22">Academic Motivation Scale</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2689-6443
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This SoTL project explored sources of student anxiety and motivation across student assessment conditions of traditional numerical grading and pass/fail grading and sought to determine if pass/fail grading was helpful in lowering student anxiety while increasing student motivation to learn. Results indicated that students scored equally well on a test of student learning across pass/fail and numerical grading groups, indicating that pass/fail grading did not lead to poorer course objective mastery. Students were similar in terms of sources of anxiety and levels of anxiety. Motivation across groups was also similar, largely extrinsic in nature, and consistent pre- to post-course. Results coupled with subjective instructor reflection provide some, yet weak, support for the use of pass/fail grading in helping to ease course-related anxiety (at least for some) while still facilitating student development toward course learning goal mastery.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1349419
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1349419
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Scholarship
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Postsecondary Education as a Field of Study
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Pass Fail Grading
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Grading
        Type: general
      – SubjectFull: Time Perspective
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Academic Motivation Scale
        Type: general
    Titles:
      – TitleFull: Student Motivation, Anxiety and Pass/Fail Grading: A SoTL Project
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Walden, Patrick R.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-electronic
              Value: 2689-6443
          Numbering:
            – Type: volume
              Value: 6
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Teaching and Learning in Communication Sciences & Disorders
              Type: main
ResultId 1