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

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

Abstract

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.

基于绩效的经济激励对高校学生的影响:利用因果证据进行元分析
许多院校都会根据学生的学习成绩为其提供经济激励,希望以此来提高他们的学习积极性和学习成绩。本荟萃分析旨在利用因果证据评估基于成绩的经济激励措施对高校学生的影响。共纳入了 18 项随机对照试验,涉及 20286 名学生。以成绩为基础的经济激励措施增加了学生获得的大学学分,略微提高了学生的平均学分绩点,并提高了针对单一科目的考试成绩。没有证据表明激励措施对不同性别的学生或第一代大学生产生了不同的影响。激励措施的金额和针对低收入学生的激励措施都不会影响激励措施在提高学生平均学分绩点或所获学分方面的效果。初步的证据表明,限制奖励对象人数的激励措施更有利于高中平均学分绩点处于中上水平的学生。因此,研究表明,为更多的学生提供较低金额的奖励比为少数学生提供较高金额的奖励更有利。这项荟萃分析的结果对高等教育研究人员、政策制定者和参与设计高等教育学生经济激励计划的相关人员都很有意义,为以证据为基础的实践迈出了实质性的一步。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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