Comments on: “How Rewards Can Backfire and Reduce Motivation”

By: SrtaOwens

SrtaOwens — Wed, 14 Oct 2009 06:15:35 +0000

This is an interesting experiment. I understand that giving extrinsic rewards decreases intrinsic motivation and pure enjoyment of the task. This is the overjustification effect. On the other side of the spectrum, I wonder if the most intrinsically motivated students were given unexpected rewards in the past. Some evidence may not be included here.

If this is the case, the students have experience of making OTHERS proud. The motivation is not from the gift itself, it is from the idea of receiving a gift because someone appreciates their hard work. This correlates with receiving a smile or special note of appreciation. I would like to emphasize that PRAISE increases instrinsic motivation. almost always.

After reading and commenting on Larry’s blog, I found another blog by David Beisel, called “Unexpected Rewards” http://bit.ly/23SL2Y . I was surprised to find that my comments were very similar.

Below are three quotes that David states in his entry:
1. “Real recognition – that knowing that others’ notice and appreciate a particular set of actions – is a valuable intrinsic quality that cuts across many situations.”
2. “[They] feel like they’re part of something larger and that their contributions are truly being recognized.”
3. “the value of rewarding people out-of-the-blue facilitates…a spirit of goodwill which fosters further positive behavior.”

#3 relates with Syd’s situation. However, the students may behave well to get a reward, rather than to please themselves or the teacher.

thoughts?

By: Swati

Swati — Tue, 13 Oct 2009 11:48:55 +0000

My comment has been gobbled up – so trying again. I think the kids were not observed the very first day when they were rewarded after drawing, but on subsequent days. The groups however remained the same, that is, a child who did receive a reward unexpectedly the first time should logically be expecting it again – if not the second time, then by the fourth time. So how did that not decrease the motivation I wonder? Perhaps by not setting up a if-then situation?

By: Michelle

Michelle — Tue, 13 Oct 2009 08:20:27 +0000

Larry, I totally agree with you – the children receiving the surprise reward were exactly the same as the group that received no reward. On the graph the results were quite similar, so you could factor in an error rating, and then lump them both into the same category. It is a bit odd that the researchers didn’t account for this. Maybe they left something out of the article?

It was interesting to see the comment in the section on smokers that they actually improved in the first three months with rewards, but then lost motivation. This has notable consequences in the classroom, and with teaching initiatives. A reward system, eg. the dreaded star chart, may actually appear to be working, but then, why? And furthermore, what is it doing to the child’s motivation to complete the task for themselves?

By: Syd

Syd — Tue, 13 Oct 2009 07:04:43 +0000

Larry, my guess is that it’s referring to the practice of giving impromptu rewards for the same behavior.

For instance, I’ll sometimes (and very quickly) reward students who are ready and prepared at the start of the bell.

But this is something they’re always hoping I’m going to do with the understanding that it’s not going to happen on most days.

I’ve been doing this since the start of the year and it’s STILL having an effect on their readiness at the start of class. I love it because it helps to maintain a ready-set-go tone.