Abstract
With the shift of educational delivery and uncertainty surrounding the future of how business classes will be taught and received by students after Covid-19, motivating students is more critical than ever to meet learning outcomes in the future. Capitalizing on the growing literature founded on Rock's SCARF (status, certainty, autonomy, relatedness, fairness) model, we investigate the characteristics of a class structure, teaching style, and class environment that significantly motivate students, resulting in increased class performance. Thus, we hypothesized mediating relationships in which each SCARF element is related to student performance through increased intrinsic motivation. We surveyed 345 students from 11 business schools throughout the United States. The results supported our hypotheses. We conclude with a summary of the theoretical and practical implications of our findings.
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