Effects of extrinsic rewards on intrinsic motivation in the classroom

This paper attempts to clarify the effects of extrinsic rewards on intrinsic reinforcement from academic activities. Specifically, it addresses three questions: (a) What is the distinction between extrinsic and intrinsic reinforcement? (b) Why use extrinsic rewards in the classroom? and (c) What have been the long-term effects of extrinsic rewards on intrinsic interest in classroom activities? It was generally concluded that extrinsic rewards play an essential role in the classroom and that such rewards have increased intrinsic interest in classroom activities.     

Students' perceptions of rewards for academic performance by parents and teachers: relations with achievement and motivation in college

In the present study, the authors examined college students' (N= 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for students' grades were common at all levels of schooling. Reward history related significantly to students' motivational orientation and performance in college, and these relations were generally stronger for boys than for girls. The authors discuss implications of these findings.     

Beginning Medical School: Determinants of Male and Female Emotional Reactions1

With the knowledge that medical students experience a variety of academic pressures as well as interpersonal stress during medical school, an assessment was made of emotional reactions among male and female students during the initial months of medical training. Questionnaires were completed at the start of school and 4 months later for the incidence of positive and negative emotions and tension-related symptoms. Students also estimated their midterm grade point average (GPA) and rated the friendliness of their peers and their experience of sex discrimination. By midterm, all students experienced negative emotions and symptoms more frequently and positive emotions less frequently than at the beginning of the school year. Additionally, women students reported more negative affect and physical symptoms at both time points than men. Women also reported a greater decrease in positive emotions and perceived peer friendliness than men. Higher anticipated GPA was associated with more frequent experience of positive emotions and less frequent negative emotions and physical symptoms in both sexes, but this pattern was stronger for women than for men. The implications of these findings are discussed.     

A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation

A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewards significantly undermined free-choice intrinsic motivation (d = -0.40, -0.36, and -0.28, respectively), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d = -0.15, and -0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free-choice behavior (d = 0.33) and self-reported interest (d = 0.31). Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tended to be less enhancing for children than college students. The authors review 4 previous meta-analyses of this literature and detail how this study's methods, analyses, and results differed from the previous ones.     

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between-groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one-size-fits-all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity.     

The Decision to Enter Medicine: Motivations, Social Support and Discouragements for Women

Responses from 93% of the women medical students enrolled in two southern medical schools in 1975-1976 indicated that wanting to serve others, desire for independence in one's work, and interest in science were strong motivations for entering medicine. These motivations also characterized men. Women, more often than men, cited the challenge of a medical career, and they showed more interest in high occupational prestige than have women medical school applicants in the past. Women reported less social support for an early decision than did their male peers. Dissatisfaction with a previous occupation frequently influenced women's choice of medicine. Although women were more likely than men to cite sources of encouragement for their decision, they were also more likely than men to have been discouraged from entering medicine.     

Examining the Growth Trajectories of Physical Education Students’ Motivation,Enjoyment, and Physical Activity: A Person-Oriented Approach

The study examined the growth trajectories in 757 (M age = 12.71) Finnish middle school students’ intrinsic and extrinsic motivation along with their enjoyment and physical activity. In addition, the study aimed to examine the role of intrinsic and extrinsic physical education motivation in the development in adolescents’ enjoyment and physical activity by identifying adolescents’ subgroups. Adolescents’ enjoyment and physical activity declined, intrinsic motivation was stable, and extrinsic motivation increased across middle school. Adolescents with highest levels of intrinsic motivation and moderate to high levels of extrinsic regulation had the highest levels of enjoyment and physical activity.     

Prevention of school bullying: The important role of autonomy‐supportive teaching and internalization of pro‐social values

Background. This study examined students’ perceptions of autonomy‐supportive teaching (AST) and its relations to internalization of pro‐social values and bullying in class. Aims. We hypothesized that: (1) teachers’ AST, which involves provision of rationale and taking the student's perspective, would relate positively to students’ identified internalization of considerateness towards classmates, and would relate negatively to external regulation (considerateness to obtain rewards or avoid punishments); (2) students’ identified regulation would relate negatively to self‐reported bullying in class, whereas external regulation would relate positively to bullying; and (3) the relation between teachers’ AST and student bullying would be mediated by students’ identification with the value of considerateness towards others. Sample. The sample consisted of 725 junior high school students (50% females) in Grades 7 and 8 from 27 classes in four schools serving students from lower‐middle to middle‐class socioeconomic backgrounds. Method. The participants completed questionnaires assessing the variables of interest. Results. Correlational analysis supported the hypotheses. Moreover, mediational analyses using hierarchical linear modelling (HLM) demonstrated that identified regulation mediates the negative relation between AST and self‐reported bullying in class. The mediational hypothesis was supported at the between‐class level and at the within‐class level. Conclusions. The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy‐supportive practices focusing on students’ meaningful internalization.     

Reinforcement or compensation? The effects of parents' work and financial conditions on adolescents' work values during the Great Recession

The Great Recession brought many changes to the work and financial lives of American families. Little is known, however, about how changes in parental work conditions in recessionary times influence children's vocational development. Drawing on data from the Youth Development Study, we examine whether parents' recessionary experiences shape adolescents' work values. The findings indicate that adolescents' work values are shaped through a cross-generational reinforcement model; both extrinsic and intrinsic values are stronger when parental work conditions are more rewarding. In an exception to this pattern, unemployment among parents with low levels of education (high school degrees or less) is positively associated with children's extrinsic and intrinsic orientations, more consistent with a compensation model.     

Intrinsic Versus Extrinsic Motivation in Schools: A Reconciliation

This article explores the nature of the relationship between intrinsic and extrinsic motivation in schools, and in particular examines critically the assertion that these processes are necessarily antagonistic. The weight of evidence suggests that rewards in the form of school grades and the focus of many students on doing well, gradewise, need not necessarily interfere with learning for its own sake. Educational implications of these findings are considered. One such implication is that focusing on students' interests can be a valuable motivational strategy.     

Entrepreneurial Creativity Through Motivational Synergy

This paper defines and describes entrepreneurial creativity, which is the generation and implementation of novel, appropriate ideas to establish a new venture. Entrepreneurial creativity can be exhibited in established organizations as well as in start-up firms. The central thesis of this paper is that entrepreneurial creativity requires a combination of intrinsic motivation and certain kinds of extrinsic motivation — a motivational synergy that results when strong levels of personal interest and involvement are combined with the promise of rewards that confirm competence, support skill development, and enable future achievement.     

Investigating Iranian Medical Students’ Second Language Reading Motivation

Concentrating on second language reading motivation as an important construct with different constituents, this study sought to investigate the factors that majorly motivated medical students to read in English, and to find the orientation of the students in terms of intrinsic and extrinsic motivation. The data were collected from a sample of 131 students in Fasa University of Medical Sciences, Iran, using questionnaires and semi-structured interviews. On the basis of the data collected, the researchers found that among the eight constructs of L2 reading motivation proposed by Komiyama, the lowest mean value was found in the construct “social sharing”, whereas the highest mean value was found in the construct “grades”. Moreover, it was observed that the medical students were both extrinsically and intrinsically motivated.     

Age and gender differences in adolescents' homework experiences

Extant data collected through the Experience Sampling Method were analyzed to describe adolescents' subjective experiences of homework. Analyses explored age and gender differences in the time adolescents spend doing homework, and the situational variations (location and companions) in adolescents' reported concentration, effort, interest, positive affect and stress while doing homework. Regarding age differences, middle school students reported more positive experiences when homework was done with companions and in locations other than home, whereas high school students reported more positive experiences when homework was done alone and at home. Regarding gender differences, girls, regardless of age, reported greater stress than boys when doing homework alone, and lower stress when doing homework with friends. High school girls reported lower interest than middle school boys when doing homework alone. Findings provide an understanding of age and gender differences in adolescents' perceptions of homework, which might help educators and parents structure engaging homework environments.     

Family Demands and Job Attribute Preferences: A 4-Year Longitudinal Study of Women and Men

A longitudinal data set was used to examine the relationships between family demands and job attribute preferences. Study participants were 207 students who responded to surveys upon entering the MBA program of a large university and to follow-up surveys 1, 2, and 3 years later. Hierarchical regression analyses indicated that preferences for short, flexible work hours at earlier time periods positively predicted hours of household labor at later times, which supports a rational action model. Significant interaction effects indicated that the relationship between the importance of work hours and household labor was stronger for women than for men, which indicates that women were more likely than men to develop plans for combining work and family. Higher levels of household labor were associated with increased preferences for short, flexible work hours, and a comfortable work environment, which supports an accommodation model, but MBA students performing more household labor did not show a reduction in the desire for high salaries, good benefits, and intrinsically rewarding work.     

Gender Differences in the Job Satisfaction of Public Employees: A Study of Seoul Metropolitan Government, Korea

A central paradox in studies of gender and job satisfaction is why women’s job satisfaction is not lower than men’s, given that women’s jobs are often inferior in terms of pay, autonomy, and promotional opportunity. The purpose of this study was to investigate this paradox by asking two questions: How does the job satisfaction of female public employees compare with that of male employees? How can we explain the gender differences in job satisfaction? Data from a survey of 5,128 public employees in Seoul Metropolitan Government indicate that women are more satisfied with their jobs than are men. Among demographic variables gender was the only significant predictor of job satisfaction; women emphasized intrinsic rewards, whereas men emphasized extrinsic rewards. The reasons for women’s high job satisfaction are discussed and explained.     

Effects of extrinsic incentives on the quality of frequency assessments

This experiment tests for a positive effect of performance-contingent, extrinsic incentives (financial rewards and public recognition) on the quality of frequency assessments. Fifty-one graduate business school subjects in (1) equal payment and (2) equal payment plus performance-contingent incentives conditions provided frequency distribution assessments for three variables the subjects were familiar with. Performance-contingent, extrinsic incentives consistently resulted in more accurate frequency assessments (p < .001). Significant anchoring effects were not indicated.     

Gender influencers on work values of black adolescents

Work values and key influencers of a sample of black male and female adolescents were examined. Results indicated that boys and girls valued both the intrinsic and extrinsic rewards of work; however, girls reported slighter stronger extrinsic values than did boys. In addition, the sexes reported differences in the importance of specific work values such as "making lots of money," and "doing important things." When naming a key influencer, respondents tended to cite a same-sex and race individual. Sex of one's key influencer was related to certain work values, with subjects reporting a male key influencer valuing "trying out one's own ideas" and "having a secure future" more than those reporting a female key influencer. The interaction of sex of subject and sex of key influencer was significant on one of the work value outcomes. Implications of these findings are considered.     

Natural Rewards Self‐Management,Personality, and Achievement Outcomes

The purpose of this paper is to test and examine a model of personality and self‐regulation that specifies a possible self‐regulatory route to increased performance in achievement contexts—the use of natural rewards self‐management strategies, which allow people to create motivating situations by modifying tasks through perceptual or physical means. This model is hierarchically organized with global personality traits (extraversion, neuroticism, conscientiousness) predicting use of natural rewards, and natural rewards influencing attention and effort, which are positively related to performance. Participants were undergraduate students at 3 large state universities, and data were collected at 4 points during the semester. Results from structural equation modeling provided support for the model. The theoretical and practical implications of these results are discussed.     

The Resources We Bring: The Cultural Assets of Diverse Medical Students

In response to the need for a more diverse workforce, our medical school developed new policies and procedures that focus on the recruitment and selection of diverse students with a specific focus on those considered underrepresented in medicine. To understand what these students bring to the practice of medicine, researchers investigated their perception of their cultural assets and how they plan to use these assets as physicians. A cross-section of 23 ethnically, culturally, and geographically diverse medical students were interviewed and data were analyzed through phenomenographical methods. The results indicate that students view themselves as having multiple assets that could be of significant value in their future practice of medicine, including: a) an interest in science and access to family members in medicine, b) personal and familial struggles with health, c) self and family as immigrants, and d) strong family and community orientations. Students perceived these as cultural assets because they could directly identify where these assets could be valuable in medicine but questioned how to maintain them throughout medical school. Now that our institution has identified these assets, next steps include administrators' investigation of ways to leverage them through curricular and educational programs.     

Interaction Effect of Extrinsic Rewards and Socioeconomic Strata

In an attempt to account for the poor test performance of lower-SES children, two conflicting theories were examined: (a) the early damage theory holds that lower-SES children have undergone such early and intensive deprivation that they cannot perform in testing situations; (b) the alienation theory contends that the public schools are middle-class institutions with middle-class intrinsic rewards which do not motivate lower-SES children. When faced with the testing situation the children choose not to perform. In order to test these theories, upper- and lower-SES students (N = 250) were randomly assigned to extrinsic and conventional reward conditions. The multivariate analysis of co-variance techniques indicated a significant (.01 level) improvement in the test performance of lower-SES children when extrinsic (money, food) rewards, as well as conventional rewards, are offered. Extrinsic rewards did not significantly improve the test performance of upper-SES children.