 Using ‘happy’ or ‘sad’ face in a decision-making grid to motivate students to improve academic successMona Ray, Emmanuel Onifade and Carolyn Davis International Review of Economics Education, 2019, vol. 30, issue C, - Abstract: A modified Decision-Making Grid was designed to collect data from students enrolled in Principles of Microeconomics classes. The students recorded their expected grade and learning tactics intended for each academic exercise throughout the course period. They earned a ‘happy’ or ‘sad’ face to signify positive or negative divergence of actual grade from expected grade. The Antecedent-Behavior-Consequence (ABC) model of Behavior Modification theory was adopted to study students’ academic behavior. Regression Results from 154 participants with 60 students as Grid users and 94 students as non-Grid users show statistically significant results supporting the hypotheses that: (1) self-motivation is positively impacted by intended activities leading behaviors towards achieving academic success; (2) self-motivation, and consequence of the behavior contribute positively to academic performance; and (3) the Grid users outperformed the non-Grid users in each of the assignments. Keywords: Self-motivation; Behavior modification; Academic success (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:30:y:2019:i:c:7 DOI: 10.1016/j.iree.2018.03.006 Access Statistics for this article International Review of Economics Education is currently edited by Guest, Ross More articles in International Review of Economics Education from Elsevier |
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