If a person who is intrinsically motivated to do something begins to receive an extrinsic reward for it, what will happen to his intrinsic motivation? When Nancy entered school and began to receive A’s and gold stars for doing well on tests, what happened to her intrinsic motivation for learning? Did the grades and stars make her more intrinsically motivated to learn, did they make her less intrinsically motivated, or did they have no effect on her? When Lou’s mother told her she’d be punished if she didn’t practice the piano regularly, what happened to her intrinsic motivation to play the piano? Was it increased, decreased, or unchanged?

Cognitive Evaluation Theory: Effects of Extrinsic Rewards on Intrinsic Motivation

Enemies of exploration: Self-initiated versus other-initiated learning.

Quality and Equality in Intellectual Development: The Role of Motivation in Education.

One of the more important-but seldom studied-educational outcomes is, what might be termed, continuing motivation. Briefly put, continuing motivation is defined as the tendency to return to and continue working on tasks away from the instructional context in which they were initially confronted. This return is presumably occasioned by a continuing interest in the task and not by external pressure of some kind. Thus, the kindergarten child spends the evening reliving or redoing many of the day's events. Nursery rhymes are repeated again, again-and again! The same figures are redrawn and siblings are coerced to "play school." And, occasionally the 10-year-old will check out a book on Indians after a social studies unit, consult the family library about a point raised in a class discussion, or proceed to turn the family kitchen into a chemistry lab-all without any direct or noticeable pressure from school, teacher, or parent. Something has happened, possibly in the course of the school day, to create a continuing interest in a given activity. The student has been "turned on" to seek out learning and educational experiences outside the classroom. "Continuing motivation" has been created! Seldom, if ever, has educational research focused on such

Continuing Motivation: An Analysis of a Seldom Considered Educational Outcome

In this article the authors examine and define the concepts of intrinsic and extrinsic motivation as well as intrinsic and extrinsic outcome. They examine these concepts in the context of employee motivation, noting that intrinsically motivated employees attend to their work due to feelings of self-fulfillment where as extrinsically motivated employees go about their jobs while being driven by factors or events whose delivery is dependent on a source outside of the immediate task. The authors note that the debate will surely continue over this subject and its application in social psychology and urge researchers to continue examining organizational behavior.

The Intrinsic-Extrinsic Dichotomy: Toward Conceptual Clarity

This report contains three (conceptual) replications of an experiment designed to test the relation between the magnitude of task intrinsic rewards and the degree of intrinsic and extrinsic motivation toward the task. Based on an attributional analysis of task motivation, it was hypothesized that (a) the degree of intrinsic motivation will vary as a positive function and (b) the degree of extrinsic motivation, as a negative function of task-intrinsi c rewards. Both predictions were supported within each of the separate replications. The discussion considered the theoretical and the practical significance of the findings.

Effect of task-intrinsic rewards upon extrinsic and intrinsic motivation.

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Effect of task-intrinsic rewards upon extrinsic and intrinsic motivation.