Karaktersystemets motivationsincitamenter

Motivation incentives in the Danish grade system

Blom, Søren Kristian

4. semester

Psykologi, Kandidat

2019

2019-01-03

47

Specialet undersøger teoretisk, hvordan motivationsincitamenterne i den danske 7-trinsskala kan påvirke studerendes motivation og hvilken personlig karakterdannelse skalaen ansporer til. Med udgangspunkt i motivationsteorierne Self-Determination Theory (SDT) og Regulatory Focus Theory (RFT) sammenlignes den nye skala med den tidligere 13-skala for at belyse, om karaktergivning baseret på enten et udviklingsorienteret eller et risikoorienteret incitamentssystem former adfærd og læring. En litteratursøgning fandt ingen danske studier, der direkte behandler samspillet mellem 7-trinsskalaen, motivation og psykologi. Analysen peger på, at 7-trinsskalaens incitamenter kan svække indre motivation og dermed hæmme studerendes motivation, innovativ tænkning og helhedsorienteret vidensudvikling. Teoretisk indiceres, at 13-skalaen bedre matcher et promotion-orienteret fokus, mens 7-trinsskalaen bedre matcher et prevention-orienteret fokus, hvilket kan fremme fejl- og risikofokus samt en mere ængstelig personlig udvikling og flytte opmærksomheden væk fra andre læringsmål.

This thesis provides a theoretical examination of how the motivational incentives embedded in the Danish 7-step grading scale may affect student motivation and the type of personal character formation it promotes. Drawing on Self-Determination Theory (SDT) and Regulatory Focus Theory (RFT), it contrasts the new scale with the former 13-point scale to assess whether grading based on development-oriented versus risk-oriented incentives shapes behavior and learning. A literature search found no Danish studies directly addressing the interplay among the 7-step scale, motivation, and psychology. The analysis suggests that the 7-step scale’s incentives can undermine intrinsic motivation, potentially reducing student motivation, innovative thinking, and holistic knowledge development. Theoretical reasoning indicates a better fit between the old 13-scale and a promotion focus, and between the 7-step scale and a prevention focus, which may foster error- and risk-attention, a more anxious personal development, and a shift of attention away from other learning goals.

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