The Use of Concurrent Schedules to Evaluate the Effects of Extrinsic Rewards on “Intrinsic Motivation”: A Replication

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.

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The effects of extrinsic rewards in intrinsic motivation: A meta-analysis

Journal of Occupational and Organizational Psychology ◽

10.1111/j.2044-8325.1992.tb00488.x ◽

1992 ◽

Vol 65 (2) ◽

pp. 101-114 ◽

Cited By ~ 133

Author(s):

Uco J. Wiersma

Keyword(s):

Intrinsic Motivation ◽

Meta Analysis ◽

Extrinsic Rewards

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Relationship between Extrinsic Rewards and Intrinsic Motivation

Psychological Reports ◽

10.2466/pr0.1978.42.3c.1255 ◽

1978 ◽

Vol 42 (3_suppl) ◽

pp. 1255-1258 ◽

Cited By ~ 4

Author(s):

Robert S. Weinberg

Keyword(s):

Intrinsic Motivation ◽

Positive Feedback ◽

Extrinsic Rewards ◽

Future Directions ◽

Dependent Variables

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.

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