Motivating low-achievers-Relative performance feedback in primary schools
Motivating low-achievers-Relative performance feedback in primary schools
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DOI：
10.1016/j.jebo.2021.04.004
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发表时间：
2021-05-09
影响因子：
2.2
通讯作者：
Schunk, Daniel
中科院分区：
文献类型：
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作者：
Hermes, Henning;Huschens, Martin;Schunk, Daniel
相对绩效反馈 (RPF) 通常被证明可以提高工作场所和教育环境中的努力和绩效。然而，许多研究也证明了 RPF 的巨大负面影响，特别是对于成绩不佳的学生。我们研究了一种新型的 RPF，旨在通过对个人绩效改进进行评分来克服 RPF 对低成就者的负面影响。我们以 400 名儿童为样本，在小学常规教学课程中使用电子学习软件进行了按班级随机对照试验。我们证明，这种类型的 RPF 可以显着提高成绩较差的孩子在数学上的积极性、努力程度和表现，而不会伤害成绩较高的孩子。在成绩较差的学生中，那些获得更多分数并排名上升的学生在动机和数学成绩方面的进步最为明显。在一项探索性分析中，我们记录了针对此类 RPF 的显着性别差异：女孩在动机和学习方面的改善要强得多。我们认为，使用这种新型 RPF 可能会减少不平等，特别是在教育环境中。 (c) 2021 作者。由 Elsevier B.V 出版。这是一篇遵循 CC BY-NC-ND 许可证的开放获取文章 (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Relative performance feedback (RPF) has often been shown to improve effort and performance in the workplace and educational settings. Yet, many studies also document substantial negative effects of RPF, in particular for low-achievers. We study a novel type of RPF designed to overcome these negative effects of RPF on low-achievers by scoring individual performance improvements . With a sample of 400 children, we conduct a class-wise randomized-controlled trial using an e-learning software in regular teaching lessons in primary schools. We demonstrate that this type of RPF significantly increases motivation, effort, and performance in math for low-achieving children, without hurting high-achieving children. Among low-achievers, those receiving more points and moving up in the ranking improved strongest on motivation and math performance. In an exploratory analysis, we document substantial gender differences in response to this type of RPF: improvements in motivation and learning are much stronger for girls. We argue that using this new type of RPF could potentially reduce inequalities, especially in educational settings. (c) 2021 The Author(s). Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/ )