Effects of performance-based financial incentives on higher education students : A meta-analysis using causal evidence

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F24%3A00136622" target="_blank" >RIV/00216224:14210/24:00136622 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1016/j.edurev.2024.100621" target="_blank" >https://doi.org/10.1016/j.edurev.2024.100621</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.edurev.2024.100621" target="_blank" >10.1016/j.edurev.2024.100621</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Effects of performance-based financial incentives on higher education students : A meta-analysis using causal evidence

Popis výsledku v původním jazyce

Many institutions provide financial incentives for higher education students contingent on their performance, hoping to increase their motivation and achievement. The aim of this meta-analysis was to evaluate the effects of performance-based financial incentives on higher education students using causal evidence. A total of 18 randomized controlled trials involving 20,286 students were included. Performance-based financial incentives increased the number of college credits earned, marginally improved student grade point averages, and improved exam scores when targeted at a single subject. No evidence was found for differential effects on student populations by gender or first-generation college status. Neither the incentive amount nor a focus on low-income students influenced the incentive effectiveness in improving student grade point averages or credits earned. Tentative evidence suggests that incentive designs in which the number of reward recipients is limited are more beneficial to students from the upper median level of high school grade point average. Hence, the study implies that it is more beneficial to provide lower-amount incentives attainable by a larger number of students than to provide higher-amount incentives attainable only by a small number of students. The results of this meta-analysis are of interest for researchers, policymakers, and stakeholders in higher education involved in designing financial incentive schemes for higher education students – providing a substantial step toward evidence-based practice.

Název v anglickém jazyce

Effects of performance-based financial incentives on higher education students : A meta-analysis using causal evidence

Popis výsledku anglicky

Many institutions provide financial incentives for higher education students contingent on their performance, hoping to increase their motivation and achievement. The aim of this meta-analysis was to evaluate the effects of performance-based financial incentives on higher education students using causal evidence. A total of 18 randomized controlled trials involving 20,286 students were included. Performance-based financial incentives increased the number of college credits earned, marginally improved student grade point averages, and improved exam scores when targeted at a single subject. No evidence was found for differential effects on student populations by gender or first-generation college status. Neither the incentive amount nor a focus on low-income students influenced the incentive effectiveness in improving student grade point averages or credits earned. Tentative evidence suggests that incentive designs in which the number of reward recipients is limited are more beneficial to students from the upper median level of high school grade point average. Hence, the study implies that it is more beneficial to provide lower-amount incentives attainable by a larger number of students than to provide higher-amount incentives attainable only by a small number of students. The results of this meta-analysis are of interest for researchers, policymakers, and stakeholders in higher education involved in designing financial incentive schemes for higher education students – providing a substantial step toward evidence-based practice.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Educational Research Review

ISSN

1747-938X

e-ISSN

1878-0385

Svazek periodika

44

Číslo periodika v rámci svazku

August

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

21

Strana od-do

1-21

Kód UT WoS článku

001285278100001

EID výsledku v databázi Scopus

2-s2.0-85199773262