Receiving grades is positively associated with achievement and external motivation compared with receiving no performance feedback (review-reported meta-analysis)¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Meta-analytic evidence suggests receiving grades, versus no performance feedback, is positively associated with achievement and external motivation. → Nicolas Hübner 2026

Evidence¶

Nicolas Hübner 2026¶

Nicolas Hübner, Juliane Rutsch, Ann-Kathrin Schnelle, Mia Herkommer, Evelin Ruth-Herbein, Benjamin Fauth. (2026). To Grade or Not To Grade? Demystifying a Centuries-Old Debate. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10156-1

q2 · i? · causal · r2

The review reports the Koenka et al. (2021) meta-analysis finding that "receiving grades, as opposed to receiving no performance feedback, is positively associated with achievement and external motivation". No effect size is printed in the review.

"meta-analytic evidence by Koenka et al. (2021) suggests that receiving grades, as opposed to receiving no performance feedback, is positively associated with achievement and external motivation."

Discussion¶

Related Claims¶

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