2014/12/02 by Timothy D. Baird, David J. Kniola, Ashley L. Lewis +1
Psychology · Social Sciences · #Education and Critical Thinking Development #Educational Strategies and Epistemologies #Innovative Teaching and Learning Methods
paper · doi:10.1080/00221341.2014.977334
crossref issued 2014/12/02 · crossref published 2014/12/02 · crossref published-online 2014/12/02 · openalex publication_date 2014/12/02 · crossref created 2014/12/02 · crossref published-print 2015/07/04 · crossref deposited 2020/08/27 · openalex created_date 2025/10/10 · crossref indexed 2026/07/31 · openalex updated_date 2026/07/31
This article describes and analyzes a classroom assignment to promote intrinsic motivation for learning in college students. Here, grades and instructor expectations for content are viewed as students’ primary motivations for learning, and correspondingly present obstacles for improved critical thinking skills, student autonomy, and engagement. This study examines students’ responses to an iterative assignment that asks them to “skip class, do anything you want, and give yourself a grade.” Mixed methods of data collection and analysis were used to assess the efficacy of the assignment. The findings support the idea that the Pink Time assignment promotes self-regulated learning and academic motivation.