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A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback

Publication ,  Journal Article
Koenka, AC; Linnenbrink-Garcia, L; Moshontz, H; Atkinson, KM; Sanchez, CE; Cooper, H
Published in: Educational Psychology
January 1, 2021

This research synthesis examined the impact of grades, comments, and no performance feedback on academic motivation and achievement in elementary and secondary school. Four meta-analyses were conducted, with two each exploring the impact of (a) grades versus no performance feedback and (b) grades versus comments on academic motivation and achievement, respectively. Overall results indicated that grades positively influenced achievement but negatively influenced motivation compared to no feedback. However, compared to those who received comments, students receiving grades had poorer achievement and less optimal motivation. Moderator analyses generally suggested that overall effects varied as a function of the type of motivation (i.e. the specific construct, internal vs. external motivation), context (e.g. academic subject; comment type), student characteristics (e.g. achievement level), and methodology (i.e. grade anticipation versus receipt), though it was not possible to test these moderators in all analyses. Theoretical and methodological contributions and implications for education practice are discussed.

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Published In

Educational Psychology

DOI

EISSN

1469-5820

ISSN

0144-3410

Publication Date

January 1, 2021

Volume

41

Issue

7

Start / End Page

922 / 947

Related Subject Headings

  • Education
  • 5205 Social and personality psychology
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1702 Cognitive Sciences
  • 1701 Psychology
  • 1303 Specialist Studies in Education
 

Citation

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Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. (2021). A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback. Educational Psychology, 41(7), 922–947. https://doi.org/10.1080/01443410.2019.1659939
Koenka, A. C., L. Linnenbrink-Garcia, H. Moshontz, K. M. Atkinson, C. E. Sanchez, and H. Cooper. “A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback.” Educational Psychology 41, no. 7 (January 1, 2021): 922–47. https://doi.org/10.1080/01443410.2019.1659939.
Koenka AC, Linnenbrink-Garcia L, Moshontz H, Atkinson KM, Sanchez CE, Cooper H. A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback. Educational Psychology. 2021 Jan 1;41(7):922–47.
Koenka, A. C., et al. “A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback.” Educational Psychology, vol. 41, no. 7, Jan. 2021, pp. 922–47. Scopus, doi:10.1080/01443410.2019.1659939.
Koenka AC, Linnenbrink-Garcia L, Moshontz H, Atkinson KM, Sanchez CE, Cooper H. A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback. Educational Psychology. 2021 Jan 1;41(7):922–947.

Published In

Educational Psychology

DOI

EISSN

1469-5820

ISSN

0144-3410

Publication Date

January 1, 2021

Volume

41

Issue

7

Start / End Page

922 / 947

Related Subject Headings

  • Education
  • 5205 Social and personality psychology
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1702 Cognitive Sciences
  • 1701 Psychology
  • 1303 Specialist Studies in Education