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This study examined whether offering daily extra credit quizzes predicted exam performance in an advanced psychology course ( n =36). Results revealed that extra credit performance was a strong predictor of exam performance, above and beyond gender, college grade point average, and ACT scores. In addition, results suggested that nearly half of the students reported their primary motivation for completing extra credit was to earn extra points toward their grade. This research has important pedagogical implications in highlighting the use of daily extra credit quizzes as a practice that facilitates learning and directly affects exam performance.
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Stored only when both papers are in the corpus — 51 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.