Pro-Attitudinal Advocacy: Effects of Extrinsic Rewards on Attitudes

1975 ◽  
pp. 231-239
Author(s):  
Edward L. Deci
Keyword(s):  
Extrinsic Rewards

Undermining Effects of the Foot-in-the-Door Technique with Extrinsic Rewards

1979 ◽  
Vol 9 (3) ◽  
pp. 292-296 ◽  
Author(s):  
Miron Zuckerman ◽  
Michele M. Iazzaro ◽  
Diane Waldgeir
Keyword(s):  
Extrinsic Rewards

Extrinsic rewards undermine altruistic tendencies in 20-month-olds.

2008 ◽  
Vol 44 (6) ◽  
pp. 1785-1788 ◽  
Author(s):  
Felix Warneken ◽  
Michael Tomasello
Keyword(s):  
Extrinsic Rewards

Extrinsic Reward Valences and Productivity of Business Faculty: A within-and between-Subjects Decision Modeling Experiment

1989 ◽  
Vol 64 (2) ◽  
pp. 343-353 ◽  
Author(s):  
John K. Butler ◽  
R. Stephen Cantrell
Keyword(s):  
Research Productivity ◽  
Faculty Members ◽  
Regression Coefficients ◽  
Decision Modeling ◽  
Extrinsic Reward ◽  
Business Faculty ◽  
Extrinsic Rewards ◽  
Modeling Experiment ◽  
Rank And Tenure

The valences of six extrinsic rewards that can accrue to business faculty members were investigated. A decision modeling experiment was designed with 16 different hypothetical reward situations to elicit effort decisions from 52 respondents. Using instrumentality theory, valences were represented by within-subject regression coefficients, obtained by regressing effort decisions on a set of orthogonal cues. Exploratory analyses yielded significant effects of reward type for the valences within all rank and tenure categories and for the valences of tenure and recognition across rank and tenure categories. Significant correlations were found between research productivity and the valences of mobility and promotion. Interactions with rank were found for the correlations of research productivity with the valences of money and mobility. The findings were consistent with need theories and support conceptual connections between valences and needs.

Shock-Setting Behavior as a Function of Physical Attack and Extrinsic Reward

1971 ◽  
Vol 33 (2) ◽  
pp. 563-568 ◽  
Author(s):  
Richard J. Borden ◽  
Ray Bowen ◽  
Stuart P. Taylor
Keyword(s):  
Aggressive Behavior ◽  
Additive Function ◽  
Not Given ◽  
Extrinsic Reward ◽  
Extrinsic Rewards ◽  
Physical Attack ◽  
Monetary Rewards ◽  
To Receive

This experiment investigated the relative aggressiveness (shock-setting behavior) of Ss competing against aggressive and nonaggressive opponents under conditions in which they could either receive or not receive extrinsic rewards (money) for behaving aggressively. It was observed that Ss behaved in a more aggressive manner when competing with aggressive opponents than when competing with nonaggressive opponents. Ss also selected significantly more intense shocks when given the opportunity to receive monetary rewards for doing so than when not given this opportunity. Aggressive behavior was an additive function of aggressive provocation and extrinsic reward.

scholarly journals How can work be designed to be intrinsically rewarding? Qualitative insights from South African non-profit employees

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Michelle Renard ◽  
Robin J. Snelgar
Keyword(s):  
Performance Management ◽  
South African ◽  
Structured Interviews ◽  
Extrinsic Rewards ◽  
Intrinsic Rewards ◽  
Non Profit ◽  
Performance Management Systems ◽  
Managerial Implications ◽  
Value Add ◽  
Traditional Performance

Orientation: Intrinsic rewards are personal, psychological responses to the work thatemployees perform, which stem from the manner in which their work is designed.Research purpose: This study sought to discover in what ways non-profit employees arepsychologically rewarded by the nature of their work tasks. The use of a qualitative approachto data collection and analysis ensured that in-depth responses from participants were gained.Motivation for the study: Intrinsic rewards are of particular importance to non-profitemployees, who tend to earn below-market salaries. This implies that their motivationoriginates predominantly from intrinsic as opposed to extrinsic rewards; yet, research into thisarea of rewards is lacking.Research approach, design and method: In-depth, semi-structured interviews were conductedusing a sample of 15 extrinsically rewarded non-profit employees working within South Africa.Thematic analysis was utilised in order to generate codes which led to the formation of fiveintrinsic rewards categories.Main findings: Intrinsic rewards were classified into five categories, namely (1) MeaningfulWork, (2) Flexible Work, (3) Challenging Work, (4) Varied Work and (5) Enjoyable Work.These rewards each comprise of various subcategories, which provide insight into why suchwork is rewarding to non-profit employees.Practical/managerial implications: Traditional performance management systems shouldbe re-evaluated in the non-profit sector to shift focus towards intrinsic rewards, asopposed to focusing only on the use of extrinsic rewards such as incentives to motivateemployees.Contribution/value-add: The study provides a qualitative understanding of how extrinsicallyrewarded non-profit employees perceive their work to be intrinsically rewarding, whichbridges the empirical gap pertaining to intrinsic rewards within this sector.

scholarly journals Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

1993 ◽  
Vol 25 (1) ◽  
pp. 69-95 ◽  
Author(s):  
Samuel D. Miller ◽  
Treana Adkins ◽  
Mary Louise Hooper
Keyword(s):  
School Improvement ◽  
Elementary Teachers ◽  
Language Arts ◽  
Student Learning ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Extrinsic Rewards ◽  
Language Arts Instruction ◽  
Student Interviews

This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications of these findings for school improvement studies and students' learning and motivation.

scholarly journals Towards High-Level Intrinsic Exploration in Reinforcement Learning

2020 ◽  
Author(s):  
Nicolas Bougie ◽  
Ryutaro Ichise
Keyword(s):  
Reinforcement Learning ◽  
Time Horizon ◽  
State Of The Art ◽  
Experimental Results ◽  
Prior Work ◽  
Extrinsic Rewards ◽  
Intrinsic Reward ◽  
Long Time ◽  
End To End ◽  
High Level

Deep reinforcement learning (DRL) methods traditionally struggle with tasks where environment rewards are sparse or delayed, which entails that exploration remains one of the key challenges of DRL. Instead of solely relying on extrinsic rewards, many state-of-the-art methods use intrinsic curiosity as exploration signal. While they hold promise of better local exploration, discovering global exploration strategies is beyond the reach of current methods. We propose a novel end-to-end intrinsic reward formulation that introduces high-level exploration in reinforcement learning. Our curiosity signal is driven by a fast reward that deals with local exploration and a slow reward that incentivizes long-time horizon exploration strategies. We formulate curiosity as the error in an agent’s ability to reconstruct the observations given their contexts. Experimental results show that this high-level exploration enables our agents to outperform prior work in several Atari games.

scholarly journals GIVING REWARD HAVE GREAT IMPACT ON JOBSATISFACTION AND TEACHER COMMITMENT AT SMA SATYA DHARMA BALUNG JEMBER

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Iit Maulidah ◽  
Imam Suroso ◽  
Zainollah Zainollah
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Quantitative Research ◽  
Linear Regression Analysis ◽  
Test Validity ◽  
Sampling Technique ◽  
Multiple Linear Regression Analysis ◽  
Teacher Commitment ◽  
Extrinsic Rewards ◽  
Intrinsic Rewards

The  title  of  this  research  article  is  "giving reward  has  great  impact onjobsatisfaction  and teacher commitmentat SMA Satya Dharma Balung Jember". This study aims to analyze and examine  the  effect  of  intrinsic  rewards  and  extrinsic  rewards  on  job  satisfaction  and  teacher commitment   in   SMA   Satya   Dharma   Balung Jember.   This   research   includes   causal, quantitative  research,  because  this  study  intends  to  explain  causal  relationships  (causality) between   variables   through   hypothesis   testing   that   has   been   formulated.   The   research population  is  all  high  school  teachers  of  Satya  Dharma  Balung  Jember.  The  sampling technique used is Proportional Stratified Random Sampling. The hypothesis proposed in this study  is  that  there  is  a  direct,  positive,  and  significant  influence  of  intrinsic  rewards,  and extrinsic rewards to job satisfaction and teachers commitment of SMA Satya Dharma Balung Jember. The  test  validity  of  research  instrument  used construct  validity.  Reliability  test was done with Cronbach Alpha. The method of analysis used is path analysis and the calculation process  is  approached  with  multiple  linear  regression  analysis.  The  results  showed  that intrinsic  rewards  and  extrinsic  rewards  had  a  direct,  positive,  and  significant  impact  on theteacher's job satisfactionofSatya Dharma Balung Jember high school. Intrinsic rewards, and extrinsic  rewards hada  direct,  positive,  and  significant  impact  on  the  work  commitment  of SMA Satya Dharma Balung Jember teachers.  Intrinsic rewards and extrinsic rewards hadan indirect,  positive,  and  significant  impact  on  teacher  commitment,  through  job  satisfaction. Based on the findings of this study, it is expected that the award received in accordance with what  is  perceived,  so  that  it  appears on  job  satisfaction  and  ultimately  lead  to  work commitments.

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