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• W2015227922 abstract "A growing debate exists over the possibility that various types of external rewards may have negative effects on intrinsic motivation. Past research has produced conflicting results. The present study examines past research in light of behavioral principles and utilizes single-subject research methods to examine the potential effects of ability- and effort-based verbal praise statements on mathematics task performance and task persistence. Results of this study do not support the criticism uniformly leveled against external rewards generally or ability-based praise specifically. Limitations and directions for future research are discussed. Keywords: verbal praise; effect; external rewards; intrinsic motivation; math performance. ********** The effects of rewards on task performance, task behavior, and intrinsic motivation have been debated over the past 30 years. As early as 1960, educational theorists warned that using rewards as incentives to promote learning might decrease children's natural curiosity and devalue learning activities and opportunities in children's eyes (Neil, 1960). These warnings appeared to be validated by some experimental work produced in the early 1970's. Deci (1971, 1972) and Lepper, Greene, and Nisbett (1973), for example, demonstrated that rewards could have a decremental on the performance of previously highly-preferred tasks. In these and dozens of similar studies that followed, an experimental group was given a reward for the performance of some interesting task while a control group performed the task without reward. Next, intrinsic motivation to perform the task was assessed in a session where no rewards were available and subjects could choose from among several tasks, with one being the target activity. If, during the free-play session, the rewarded group spent less time on the target activity than the control group, it was assumed that the extrinsic rewards had undermined intrinsic motivation, a phenomenon labeled as the overjustification effect (Lepper et al., 1973). Although evidence for the hypothesis has been replicated a number of times, an approximately equal number of studies have failed to replicate it. Thus, there has been considerable debate over the last several decades regarding the accuracy, relevance, limitations, and implications of the over justification hypothesis in both experimental and applied settings. The rigor of the debate as well as the abundance of research on the subject may most easily be seen in the number of meta-analyses examining the effect. Deci, Koestner, and Ryan (1999) analyzed 128 studies and concluded that rewards significantly undermined both free choice intrinsic motivation and self-reported interest. Other meta-analyses conducted by Cameron and colleagues (Cameron & Pierce, 1994; Cameron, Banko, & Pierce, 2001) produced findings contrary to Deci et al.'s and went further by pointing out rather significant methodological shortcomings in the often-cited studies which have demonstrated the effect. For example, use of the term reward in place of reinforcer in much of the literature may be significant in that rewards are seldom, if ever, empirically identified as reinforcers for the target activity (Cameron & Pierce, 1994). In another meta-analysis, Wiersma (1992) also found the effects of rewards on intrinsic motivation to be inconsistent and asserted that one reason may be methodological differences in the dependent variable of past studies. For instance, when the dependent variable is behavior during a free-time session, the has been demonstrated; however, when the dependent variable is measured as task performance, rewards often served to increase performance. This is an important distinction. From a theoretical standpoint, what cognitive theorists are referring to when they speak of intrinsic motivation may from a behavioral perspective simply be seen as task performance and task persistence. …" @default.
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• W2015227922 title "An idiographic investigation of the effects of ability- and effort-based praise on math performance and persistence." @default.
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• W2015227922 doi "https://doi.org/10.1037/h0100045" @default.
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