![]() In this study, we tested a mediation model in which we hypothesized an indirect relationship between each SCARF (status, certainty, autonomy, relatedness, and fairness) element and student performance through increased intrinsic motivation. Finally, fairness describes the perceived relative expected balance between people (Rock, 2008). Relatedness refers to security and the overall connection of the environment, people, and social conditions. Autonomy exemplifies one's sense of control over social stimuli and how the perception of behaviors could affect the outcome of situations. ![]() Certainty pertains to the perceived ability to know and predict future outcomes. Status refers to one's sense of importance compared to others. The SCARF model is divided into five areas via an acronym for Status, Certainty, Autonomy, Relatedness, and Fairness. This study utilizes the SCARF model introduced by Rock (2008) as a motivational tool to enhance students' performance, especially in highly uncertain educational contexts. As such, more research is needed to investigate the characteristics of a class structure, teaching style, and class environment that significantly contribute to motivating students, resulting in increased class performance. Moreover, prior pedagogy studies suggest that the class environment is essential in motivating students to learn and perform well (Debnath et al., 2007). Enhancing students' motivation is one of the most important yet most difficult tasks for instructors. ![]() Considerable research studies have focused on the elements that impact students' motivation, learning, and performance in the classroom (e.g., Ames, 1992 Dörnyei, 2000 Frenzel et al., 2018 McEvoy, 2011 Meece et al., 2006 Williams & Williams, 2011). ![]() Motivating students in the classroom has been a continuous challenge for instructors in higher education (Debnath et al., 2007 McEvoy, 2011). ![]()
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