Students experienced a motivational shock between Weeks 2 and 3 coinciding with first performance feedback on mandatory math worksheets¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students experienced a rapid decline in intrinsic and utility values and a significant increase in perceived cost between Weeks 2 and 3, coinciding with their first performance feedback. → Daria Katharina Benden and Fani Lauermann 2021

Evidence¶

Daria Katharina Benden and Fani Lauermann 2021¶

Daria Katharina Benden and Fani Lauermann. (2021). Students' Motivational Trajectories and Academic Success in Math-Intensive Study Programs: Why Short-Term Motivational Assessments Matter. https://doi.org/10.1037/edu0000708

q3 · i? · associational · r?

Study 1b weekly assessments (N = 773 subsample) in the first four weeks of the semester identified a motivational shock between Weeks 2 and 3. The shock "coincided with their first performance feedback on mandatory math worksheets."

"We found that students experienced a "motivational shock" between Weeks 2 and 3 of the semester that coincided with their first performance feedback on mandatory math worksheets."

Discussion¶

Related Claims¶

• Motivational changes in the first half of the semester predicted end-of-term study program satisfaction, exam performance, and course dropout — related
• Students' expectancy, intrinsic value, and utility value decline significantly while perceived psychological and effort costs increase during the first half of gateway math courses — a broader claim this one bears on
• Between 10% and 21% of students experienced significant declines in expectancy, intrinsic value, and utility value during the first half of the semester — related