Effects of extrinsic rewards on intrinsic motivation in the classroom

Workman, Edward A.; Williams, Robert L.

doi:10.1016/0022-4405(80)90029-1

Cited by 16 publications

(9 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings are based on laboratory experiments, but a similar conclusion was reached by Workman and Williams (1980) in their review of the effects of extrinsic rewards on intrinsic motivation in the classroom. Generally, on task behavior, Workman and Williams found that external reinforcement increased and maintained intrinsic motivation for prolonged periods (up to 12 months).…”

Section: Discussionsupporting

confidence: 58%

Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis

Cameron

Pierce

1994

Review of Educational Research

761

155

View full text Add to dashboard Cite

This article reviews research on the effects of reinforcement/reward on intrinsic motivation. The main meta-analysis included 96 experimental studies that used between-groups designs to compare rewarded subjects to nonrewarded controls on four measures of intrinsic motivation. Results indicate that, overall, reward does not decrease intrinsic motivation. When interaction effects are examined, findings show that verbal praise produces an increase in intrinsic motivation. The only negative effect appears when expected tangible rewards are given to individuals simply for doing a task. Under this condition, there is a minimal negative effect on intrinsic motivation as measured by time spent on task following the removal of reward. A second analysis was conducted on five studies that used within-subject designs to evaluate the effects of reinforcement on intrinsic motivation; results suggest that reinforcement does not harm an individual’s intrinsic motivation.

show abstract

Section: Discussionsupporting

confidence: 58%

Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis

Cameron

Pierce

1994

Review of Educational Research

761

155

View full text Add to dashboard Cite

show abstract

“…Previous methodological critiques maintained that the one-time promise of reward increases the participant's use of implicit, previously learned cues that may elicit behavior different from what the repeated presentation of reward would produce (cf. Dickinson, 1989; Flora, 1990; Malouf, 1983; Reiss & Sushinsky, 1975, 1976; Skinner, 1953; Workman & Williams, 1980). More specifically, none of the published studies investigating the effects of promised reward on creativity gave participants the explicit information that the reward depended on creative performance.…”

Section: Why Does the Promise Of Reward Fail To Increase Creativity?mentioning

confidence: 99%

“…With nonspecific performance requirements, according to learned industriousness theory, the kinds of training previously received in similar contexts will influence task performance (cf. Dickinson, 1989; Eisenberger & Selbst, 1994; Flora, 1990; Malouf, 1983; Reiss & Sushinsky, 1975, 1976; Skinner, 1953; Workman & Williams, 1980). The reviewed research shows that reinforcement of performance in a particular dimension, such as speed, accuracy, or originality, transfers to new tasks (Eisenberger et al, 1984; Eisenberger & Selbst, 1994; Eisenberger & Armeli, 1997).…”

Section: Why Does the Promise Of Reward Fail To Increase Creativity?mentioning

confidence: 99%

Can the promise of reward increase creativity?

Eisenberger¹,

Armeli²,

Pretz³

1998

Journal of Personality and Social Psychology

116

View full text Add to dashboard Cite

Two experiments, involving 436 preadolescent schoolchildren, investigated how the explicitness of promised reward affects creativity. In the first study, the nonspecific promise of reward increased the creativity of picture drawing if children had previously received divergent-thinking training (generating novel uses for physical objects). In the second study, promised reward increased the creativity of children's drawings if current task instructions clarified the necessity of creative performance. Promised reward evidently increases creativity if there is currently, or was previously, an explicit positive relationship between creativity and reward.

show abstract

“…learn is the product of many factors, which range from the personality and abilities of students to the characteristics of certain learning tasks, incentives to learn, the atmosphere and behavior of teachers. Motivation can be defined as the intensity and direction of effort [12], Intensity refers to the quantity of effort, while direction refers to what you are drawn too. Evidence suggests that enhanced motivation promotes learning, performance, enjoyment, and persistence in sport, among other benefits.…”

Section: Advances In Health Sciences Research Volume 21mentioning

confidence: 99%

The Development of Schoology-Based Blended Learning Model to Improve Student Motivation of National Training Center (PELATNAS) Athlete

Priambodo¹,

Hariyanto²,

Dinata³

2020

Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019)

View full text Add to dashboard Cite

Most student experience some difficulties in managing their study and training. The aim of this research is to develop schoology-based blended learning model to improve the motivation and learning outcomes of PELATNAS student athletes at Sport Sciences Faculty. This research used development research design. The research started with collecting data about the need for appropriate learning system for student athletes. The validation results from the experts stated that the schoology based blended learning model was good enough. Based on the results of the test and content validity ratio (CVR) analysis on 41 students of Sport Sciences Faculty, 88% students perceived that schoology-based blended learning model is very good and 12% students felt good about this model. Moreover, analysis of motivation data show that as many as 17 students or 41.5% have a very high motivation category, while the remaining 24 or 58.5% of students have high motivation.

show abstract

Effects of extrinsic rewards on intrinsic motivation in the classroom

Cited by 16 publications

References 16 publications

Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis

Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis

Can the promise of reward increase creativity?

The Development of Schoology-Based Blended Learning Model to Improve Student Motivation of National Training Center (PELATNAS) Athlete

Contact Info

Product

Resources

About