Assessments/Testing/Grading

De Jonge, S.Opdecam, E., Haerens, L. (2024) Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests. Contemporary Educational Psychology, 77 ,102273

Kusurkar, R. A., Orsini, C.Somra, S.Artino, A. R. (2023) The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9) ,1083-1092

Benita, M., Matos, L.Cerna, Y. (2022) The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, 80 ,101558

Botnaru, D.Orvis, J., Langdon, J. L., Niemiec, C. P. (2021) Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory. Learning and Motivation, 74 ,101723

Chanal, J.Paumier, D. (2020) The school-subject-specificity-hypothesis: Implication in the relationship with grades. PlosOne, 15(4) ,e0230103

Cuevas, R., Ntoumanis, N.Fernandez-Bustos, J. G.Bartholomew, K. (2018) Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68 ,154-162

Moe, A., Katz, I. (2018) Brief research report: Parents’ homework emotions favor students’ homework emotions. Journal of Experimental Education, 86(4) ,559-579

Moe, A., Katz, I.Alesi, M. (2018) Scaffolding for motivation by parents, and children’s homework motivations and emotions: Effects of a training programme. British Journal of Educational Psychology, 88(2) ,323-344

Cents-Boostra, M.Lichtwarck-Aschoff, A.Denessen, E., Haerens, L. (2018) Identifying motivational profiles among VET students: Differences in self-efficacy, test anxiety and perceived motivating teaching. Journal of Vocational Education & Training, ,1-24

Haerens, L.Krijgsman, C.Mouratidis, A.Borghouts, L. (2018) How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach. European Physical Education Review, 20(10) ,1-19

Krijgsman, C., Vansteenkiste, M.van Tartwijk, J.Maes, J. (2017) Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences, 55 ,202-211

Bonneville-Roussy, A., Evans, P.Verner-Filion, J., Vallerand, R. J. (2017) Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48 ,28–42

Ruiz-Alfonso, Z., León, J. (2017) Passion for math: Relationships between teacher emphasis on the usefulness of class contents, motivation, and grade. Contemporary Educational Psychology, 51 ,284-292

Borghouts, L.B.Slingerland, M., Haerens, L. (2017) Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5) ,473-489

Slingerland, M.Borghouts, L.Jans, L.Weeldenburg, G. (2016) Development and optimisation of an in-service teacher training programme on motivational assessment in physical education. European Physical Education Review, 23(1) ,1-19

Deci, E. L., Ryan, R. M. (2016) In J. Wang, C. W. Liu, & R. M. Ryan (Eds.), Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. (pp. 9-29) Singapore: Springer. doi: 10.1007/978-981-287-630-0_2

Barkoukis, V.Taylor, I.M.Chanal, J., Ntoumanis, N. (2014) The relation between student motivation and student grades in PE: A three-year investigation. Scandinavian Journal of Medicine and Science in Sports, 5 ,406-414

National Research Council (2011) In M. Hout and S. W. Elliott (Eds.), Incentives and test-based accountability in education. National Academy Press

Katz, I.Kaplan, A.Buzukashvily, T. (2009) The role of parents’ motivation in students’ autonomous motivation for doing homework. Learning and Individual Differences, 21 ,376-386

Ryan, R. M., Weinstein, N. (2009) Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory and Research in Education, 7(2) ,224-233

Ryan, R. M., Brown, K. W. (2005) Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. E. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. , 1st Edition (pp. 354-374) New York: Guilford Press.

Deci, E. L., Koestner, R., Ryan, R. M. (2001) Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research., 71(1) ,1-27