Can someone help me with discussing whether adjusting (raising or lowering) educational performance standards might increase or suppress student motivation? Also, I have to argue for or against the assertion that higher performance standards and accountability result in higher student academic performance.
(1) Can someone help me with discussing whether adjusting (raising or lowering) educational performance standards might increase or suppress student motivation?
Among the motivational principles related to education include self-regulation, intrinsic value, test anxiety, self-efficacy and performance. A study examined relationships between motivational orientation, self-regulated learning and classroom academic performance of 174 7th graders from Science and English course. They administered a number of fractors including student self-efficacy, intrinsic value, test anxiety, self-regulation and use of learning strategies (Pintrinck & DeGoot, 1990, pp. 33-34). Performance was obtained from work in classroom assignments, self-efficacy and intrinsic values was related to cognitive engagement and performance. A regression analysis revealed that self-regulation, self-efficacy and less anxiety emerged as the best predictor of performance. Although intrinsic value did not have a direct influence on performance it was strongly related to self-regulation and cognitive strategy use. Further, according to Pintrick & De Goot (1990), different aspects of expecting competency in performance are associated with student metacognition (use of cognitive strategies and effort management). In addition, it was found that the value component of student motivation ...
This solution explores questions as to whether raising or lowering education performance might increase or suppress student motivation.