Exam grades correlate positively with designing competition and near-zero with designing fun in the Study 1 correlation table¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the Study 1 correlation table, exam grades from Study 2 correlated .18** with designing competition and -.03 with designing fun. → Costantini 2025

Evidence¶

Costantini 2025¶

Costantini, A., Bakker, A. B., & Scharp, Y. S. (2025). Playful Study Design: A Novel Approach to Enhancing Student Well-Being and Academic Performance. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10022-6

q2 · i? · associational · r1

Correlational row from the Study 1 descriptive statistics table (table note states N for exam grades = 591; M = 10.99, SD = 2.70). Exam grades correlated .18** with designing competition and -.03 with designing fun; the article prints no standardized effect size for this association, so no magnitude is coded.

"14. Exam gradesa 10.99 2.70 .05 -.05 .08* .11** -.18** .01 -.03 .18** .05 .01 -.03 .15** .01"

Discussion¶

Related Claims¶

• Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results — related
• PSD dimensions correlate with trait curiosity, and playfulness correlates with designing fun but not designing competition, supporting the scale's convergent and discriminant validity — related
• A quasi-experimental PSD training intervention increased students' use of fun and competition when studying, with greater active learning, study task proactivity and absorption over time — related
• Both PSD dimensions explain variance in study engagement and subjective well-being beyond core self-evaluations and PsyCap, with designing competition contributing most to engagement — related