Increasing Student Involvement to Decrease Underachievement: Experimental Evidence on Gender Differences in Performance

Autor:	Carla Haelermans, Maartje van der Eem
Přispěvatelé:	Microeconomics (ASE, FEB), Domain specific Learning (RICDE, FMG), RS: GSBE Theme Learning and Work, Macro, International & Labour Economics, RS: FSE TA-TIER, Research Centre for Educ and Labour Mark
Jazyk:	angličtina
Rok vydání:	2018
Předmět:	Secondary level Repetition (rhetorical device) FEEDBACK education Intrinsic motivation MOTIVATION EDUCATION Academic achievement SELF-DETERMINATION MATTERS Psychology General Economics Econometrics and Finance Developmental psychology
Zdroj:	Journal of Human Capital, 12(4), 669-700. University of Chicago Journal of Human Capital, 12(4), 669-700. University of Chicago Press
ISSN:	1932-8664 1932-8575
DOI:	10.1086/700189
Popis:	This article studies the short-run effect of increased student involvement on academic achievement, motivation, and grade repetition. We use a randomized field experiment among 130 tenth-grade students in a Dutch upper secondary school. Students who are more involved in their own learning process have significantly higher academic performance and a lower chance of grade repetition. Extrinsic motivation was lower for these students, but there was no effect on intrinsic motivation. All effects can be attributed to male students. The main explanation for the findings is that students feel more responsible and in charge of their own learning process.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8ba1918f90298149829dccb1bfe3a1bd https://doi.org/10.1086/700189 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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