The Effects of Rewards on Intrinsic Motivation

Intrinsic motivation is the desire to do something for its own sake, without any external rewards. Extrinsic motivation, on the other hand, is the desire to do something in order to get a reward or avoid a punishment.

There is a lot of research on the effects of rewards on intrinsic motivation. In general, rewards can undermine intrinsic motivation, especially if they are used too often or if they are perceived as controlling.

For example, one study found that patharkandicollege  were rewarded for playing with a puzzle were less likely to play with the puzzle in the future than children who were not rewarded. Another study found that students who were rewarded for doing well on a test were less likely to enjoy learning than students who were not rewarded.

However, rewards can also have positive effects on intrinsic motivation if they are used carefully. For example, rewards can be used to motivate students to start a task or to learn a new skill. Rewards can also be used to recognize students’ accomplishments and to boost their self-esteem.

Here are some tips for using rewards to promote intrinsic motivation:

• Use rewards sparingly.
• Make sure that the rewards are meaningful to the student.
• Avoid using rewards that are controlling or manipulative.
• Focus on intrinsic motivation by emphasizing the value of learning and the satisfaction of accomplishment.

The use of rewards is a complex issue with no easy answers. However, by understanding the effects of rewards on intrinsic motivation, educators can use rewards more effectively to promote student learning.

In addition to the research cited above, here are some other studies that have found that rewards can undermine intrinsic motivation:

• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
• Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the over justification hypothesis. Journal of Personality and Social Psychology, 28, 129-137.
• Cameron, J., & Pierce, W. D. (1994). Reinforcement, intrinsic motivation, and self-determination: A meta-analysis. Review of Educational Research, 64, 363-409.

These studies suggest that rewards should be used with caution in educational settings. When rewards are used, they should be used sparingly and in a way that does not undermine intrinsic motivation.