What happens during the free-choice period? Evidence of a polarizing effect of extrinsic rewards on intrinsic motivation

2009 ◽  
Vol 43 (4) ◽  
pp. 716-719 ◽  
Author(s):  
Ben M. Wiechman ◽  
Suzanne T. Gurland
1981 ◽  
Vol 49 (2) ◽  
pp. 423-428 ◽  
Author(s):  
J. Curtis Russell ◽  
O. Lee Studstill ◽  
Rebecca M. Grant

The present study investigated the hypothesis that expectancies for rewards inherent in a task (working a Soma puzzle) increase intrinsic motivation for the task. Stronger expectancies of task-inherent rewards were predicted when performance was maximally informative about correct responses. Informativeness of performance was varied by giving one group of subjects feedback directly from performance (task-internal feedback), another group feedback from a source outside the task (task-external feedback), and a third group feedback from both sources (mixed feedback). Intrinsic motivation was measured by the time spent working the puzzle during a 10-min. free-choice period. Questionnaire items measured (1) informativeness of performance and (2) expectancies that the performance would be rewarding. As predicted, task-internal feedback made performance more informative and resulted both in stronger expectancies of task-inherent rewards and greater intrinsic motivation for the puzzle than task-external feedback. The third group showed intermediate values on all measures.


PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250326
Author(s):  
Chang Li ◽  
Hideyoshi Yanagisawa

With the growing utility of today’s conversational virtual assistants, the importance of user motivation in human–artificial intelligence interactions is becoming more obvious. However, previous studies in this and related fields, such as human–computer interaction, scarcely discussed intrinsic motivation (the motivation to interact with the assistants for fun). Previous studies either treated motivation as an inseparable concept or focused on non-intrinsic motivation (the motivation to interact with the assistant for utilitarian purposes). The current study aims to cover intrinsic motivation by taking an affective engineering approach. A novel motivation model is proposed, in which intrinsic motivation is affected by two factors that derive from user interactions with virtual assistants: expectation of capability and uncertainty. Experiments in which these two factors are manipulated by making participants believe they are interacting with the smart speaker “Amazon Echo” are conducted. Intrinsic motivation is measured both by using questionnaires and by covertly monitoring a five-minute free-choice period in the experimenter’s absence, during which the participants could decide for themselves whether to interact with the virtual assistants. Results of the first experiment showed that high expectation engenders more intrinsically motivated interaction compared with low expectation. However, the results did not support our hypothesis that expectation and uncertainty have an interaction effect on intrinsic motivation. We then revised our hypothetical model of action selection accordingly and conducted a verification experiment of the effects of uncertainty. Results of the verification experiment showed that reducing uncertainty encourages more interactions and causes the motivation behind these interactions to shift from non-intrinsic to intrinsic.


Author(s):  
Alison G. Vredenburgh ◽  
Jennifer S. McLeod ◽  
Delbert M. Nebeker

2013 ◽  
Vol 6 ◽  
Author(s):  
Bianca Lavorata

This paper will examine the possible effects of extrinsic rewards on intrinsic motivation in Preschool to College students and argue that extrinsic rewards undermine intrinsic motivation. The Overjustification hypothesis by self-perception theory, as well as the cognitive evaluation theory (CET) will be discussed, including some of the benefits of self-motivation for learning. Various studies will be explored to show that extrinsic rewards reduce intrinsic motivation. Results suggest that students that are offered an extrinsic goal subsequently show less intrinsic interest and demonstrate poorer conceptual learning and performance in the long term. Alternately, students that are regulated by intrinsic motivations experience positive consequences at school. This paper will conclude on the note that intrinsic motivation plays a pivotal role in learning, and that teachers and other social agents can help promote intrinsic goals to motivate conceptual learning and performance, even when students hold a stronger extrinsic goal orientation. Finally, various factors that can enhance and develop intrinsic motivation will be discussed, and suggestions will be provided for further research on this topic.


1978 ◽  
Vol 42 (3_suppl) ◽  
pp. 1255-1258 ◽  
Author(s):  
Robert S. Weinberg

Research on the effects of extrinsic rewards on intrinsic motivation suggests that in certain contexts the effect of task extrinsic incentives is to undermine subsequent interest in the task. Extrinsic rewards have also produced deleterious effects on the process of learning and quality of performance. Evidence concerning the variables which affect this interaction, such as contingency of reward, expectation of reward, threats of punishment, and positive feedback is reviewed. In, addition, the various dependent variables used in measurement of intrinsic motivation are compared and contrasted. Future directions for research are suggested.


Sign in / Sign up

Export Citation Format

Share Document