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

J 2024

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

LINTNER, Tomáš

Základní údaje

Originální název

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

Autoři

LINTNER, Tomáš

Vydání

Educational Research Review, Amsterdam, ELSEVIER SCI LTD, 2024, 1747-938X

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Nizozemské království

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 10.600

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/24:00136622

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

Systematic review; Meta-analysis; Higher education; Financial incentives; Student performance

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 4. 4. 2025 14:30, Mgr. et Mgr. Stanislav Hasil, Ph.D.

Anotace

V originále

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.

Návaznosti

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

Přiložené soubory

Lintner_2024.pdf

Citovat

LINTNER, Tomáš. Effects of performance-based financial incentives on higher education students : A meta-analysis using causal evidence. Educational Research Review. Amsterdam: ELSEVIER SCI LTD, 2024, roč. 44, August, s. 1-21. ISSN 1747-938X. Dostupné z: https://doi.org/10.1016/j.edurev.2024.100621.

@article{2420917,
   author = {Lintner, Tomáš},
   article_location = {Amsterdam},
   article_number = {August},
   doi = {https://doi.org/10.1016/j.edurev.2024.100621},
   keywords = {Systematic review; Meta-analysis; Higher education; Financial incentives; Student performance},
   language = {eng},
   issn = {1747-938X},
   journal = {Educational Research Review},
   title = {Effects of performance-based financial incentives on higher education students : A meta-analysis using causal evidence},
   url = {https://doi.org/10.1016/j.edurev.2024.100621},
   volume = {44},
   year = {2024}
}

TY  - JOUR
ID  - 2420917
AU  - Lintner, Tomáš
PY  - 2024
TI  - Effects of performance-based financial incentives on higher education students : A meta-analysis using causal evidence
JF  - Educational Research Review
VL  - 44
IS  - August
SP  - 1-21
EP  - 1-21
PB  - ELSEVIER SCI LTD
SN  - 1747938X
KW  - Systematic review
KW  - Meta-analysis
KW  - Higher education
KW  - Financial incentives
KW  - Student performance
UR  - https://doi.org/10.1016/j.edurev.2024.100621
N2  - 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.
ER  -

LINTNER, Tomáš. Effects of performance-based financial incentives on higher education students : A meta-analysis using causal evidence. \textit{Educational Research Review}. Amsterdam: ELSEVIER SCI LTD, 2024, roč.~44, August, s.~1-21. ISSN~1747-938X. Dostupné z: https://doi.org/10.1016/j.edurev.2024.100621.

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