Abstract
The notion that certain systems of reward may inhibit children’s desire to participate in educational activities was investigated by reviewing recent research on intrinsic motivation. This research was critiqued from four theoretical perspectives: self-perception theory, personal causation, the overjustification hypothesis, and behavioral contrast. Studies were grouped according to the independent variables (reward systems) demonstrated to have the greatest effects on subsequent motivation. General trends observed in the results of this research included detrimental effects both of participation-contingent and of task-inherent rewards, and the motivational value of unambiguous social reinforcers. It was suggested that the contradictory nature of the bulk of reviewed results was partly due to the failure of researchers to commonly define intrinsic motivation, and further research using a variety of dependent measures was encouraged to facilitate evaluation of classroom reward systems.
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