The DOI matches its Crossref record; 14 of the 15 references it cites were found in a registry or an index.
Education and distributive justice: Some reflections on grading systems.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“students depend on grades (Covington & Mu ¨eller, 2001), as grades are determined by an external source and students have limited control over the quality of the grade, grading being explicitly or implicitly normative in nature (Deutsch, 1979; Thorndike, 1913)”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Deutsch, 1979
In the citing paper
“Deutsch (1979), who posited that grades have a manifest function as a tool of socialization used to prepare students for the competitive, meritocratic world of adult professional life.”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Deutsch, 1979
Citations
Cites
Deutsch, M. (1975) · Journal of Social Issues · doi:10.1111/j.1540-4560.1975.tb01000.x · Cited by 2,850
Self-citationSchooling in Capitalist America
Cosin, B. R., Bowles, S., & Gintis, H. M. (1979) · British Journal of Sociology · doi:10.2307/589546 · Cited by 2,389
The resolution of conflict;: Constructive and destructive processes
Deutsch, M. (1973) · Virtual Defense Library (Ministerio de Defensa) · Cited by 1,441
Self-citationAn Experimental Study of the Effects of Co-Operation and Competition upon Group Process
Deutsch, M. (1949) · Human Relations · doi:10.1177/001872674900200301 · Cited by 867
Self-citationInstructional Goal Structure: Cooperative, Competitive, or Individualistic
Johnson, D. W., & Johnson, R. T. (1974) · Review of Educational Research · doi:10.3102/00346543044002213 · Cited by 549
Making Inequality: The Hidden Curriculum of High School Tracking.
Cook, M. A., & Rosenbaum, J. E. (1977) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2066345 · Cited by 440
Classroom Reward Structure: An Analytical and Practical Review
Slavin, R. E. (1977) · Review of Educational Research · doi:10.3102/00346543047004633 · Cited by 205
The effects of cooperation and competition upon group process
Deutsch, M. (1948) · DSpace@MIT (Massachusetts Institute of Technology) · Cited by 149
Self-citationClassroom Reward Structures and Academic Performance
Michaels, J. W. (1977) · Review of Educational Research · doi:10.3102/00346543047001087 · Cited by 130
Hauser, R. M., & Daymont, T. N. (1977) · Sociology of Education · doi:10.2307/2112649 · Cited by 58
Cited by
Sorted by citations
The Impact of Classroom Evaluation Practices on Students
Crooks, T. J. (1988) · Review of Educational Research · doi:10.3102/00346543058004438 · Cited by 1,369
Rethinking achievement goals: When are they adaptive for college students and why?
Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998) · Educational Psychologist · doi:10.1207/s15326985ep3301_1 · Cited by 809
Specifying and Promulgating Achievement Standards
Sadler, D. R. (1987) · Oxford Review of Education · doi:10.1080/0305498870130207 · Cited by 350
The Impact of Evaluation Processes on Students
Natriello, G. (1987) · Educational Psychologist · doi:10.1207/s15326985ep2202_4 · Cited by 260
Deutsch, M. (1990) · International Journal of Conflict Management · doi:10.1108/eb022682 · Cited by 238
Self-citation
Metadata
- Authors
- Deutsch, M.
- Affiliations
- Columbia University (US)
- Corresponding author
- Deutsch, Morton
- Venue
- American Psychologist
- Published
- 1979-05
- Volume
- 34
- Issue
- 5
- Pages
- 391-401
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W1978981303
- Cited by
- 108
- References
- 15
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 2 · 2023: 4 · 2022: 5 · 2021: 6 · 2020: 3 · 2019: 2 · 2018: 3 · 2017: 5 · 2016: 3 · 2015: 8 · 2014: 1 · 2013: 6 · 2012: 5
- FWCI
- 7.63
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Psychologist (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- grading system, distributive justice, educational equity, student assessment, grading practices
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
