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Grade Negotiation Behaviours in Higher Education: Has the Pursuit for Good Grades pushed Learning to the Wayside?

Allen (2017) describes a grade enquiry continuum (GEC) that seeks to characterize student's behaviours with instructors into four categories: grade neutral, grade enquiry, grade challenge, and grade‐grubbing. While the process of discussing grades may promote learning, the de‐emphasis of content mastery associated with the latter two categories may have detrimental effects. Concerningly, anecdotal reports suggest a high prevalence of grade challenging/grubbing attempts in higher education, and it remains unknown what motivates these adverse behaviours. Thus, this study aims to explore the prevalence of GEC behaviours in undergraduate medical science students, their perceptions about negotiating grades, and the factors that motivate grade challenging/grubbing attempts.