Helping Students Understand Grades

College Teaching

Volumn 46, Issue 3, 1998, Pages 101-105

  Svinicki, Marilla D ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992860070     PISSN: 87567555     EISSN: 19308299     Source Type: Journal    
DOI: 10.1080/87567559809596249     Document Type: Article

References (7)

1. Ames, C., 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84: 261–71.
2. Ames, R., and Ames, C., 1991. “ Motivation and effective teaching ”. In Educational values and cognitive instruction: Implications for reform, Edited by: Idol, L., and Jones, B. F., New York: Lawrence Erlbaum.
3. Clifford, M. M., 1990. Students need challenge, not easy success. Educational Leadership, 48 (1): 22–26.
4. Dweck, C. S., 1986. Motivational processes affecting learning. American Psychologist, 41: 1040–48.
5. Dweck, C. S., and Leggett, E. L., 1988. A social‐cognitive approach to motivation and personality. Psychological Review, 95: 256–73.
6. Eison, J., 1986. “ Grades: Their influence on students and faculty ”. In New Directions for Teaching and Learning, Edited by: Svinicki, M. D., Vol. 42, San Francisco: Jossey‐Bass.
7. Pintrich, P. R., and Schunk, D. H., 1996. Motivation in education: Theory, research, and applications, Englewood Cliffs, N.J.: Prentice‐Hall.