Trading‐off monetary rewards as reinforcers to enhance task motivation and performance of publication in academia

2021 ◽  
Author(s):  
Nurdiana Gaus ◽  
Jasruddin ◽  
Arifin Saleh ◽  
Risna Resnawaty ◽  
Muhammad Azwar Paramma ◽  
...  
Keyword(s):  
Task Motivation ◽  
Monetary Rewards ◽  
And Performance

scholarly journals Labor/leisure decisions in their natural context: The case of the smartphone

2020 ◽  
Author(s):  
Jonas Dora ◽  
Madelon van Hooff ◽  
Sabine Geurts ◽  
Michiel A. J. Kompier ◽  
Erik Bijleveld
Keyword(s):  
Real Life ◽  
Text Messages ◽  
Task Motivation ◽  
Monetary Rewards ◽  
Cognitive Work ◽  
Current Task ◽  
Within Subjects ◽  
Current Value ◽  
Situated Approach ◽  
Back Task

In this research, we attempt to understand a common real-life labor/leisure decision, i.e., to perform cognitive work or to interact with one’s smartphone. In an ecologically valid experiment, participants (N = 112) could freely switch back and forth between a doing a 2-back task and interacting with their own smartphone. We manipulated the value of the 2-back task (by varying the value of monetary rewards; within-subjects) and of the smartphone (by switching on and off airplane mode; within-subjects) while we recorded incoming notifications, such as text messages. Our study produced three main findings: 1) the current value of the smartphone did not increase our statistical model’s ability to predict switches from labor to leisure when the current task value was also taken into account; 2) however, participants reacted strongly to naturally incoming notifications, which were the strongest predictor of labor-to-leisure switches; 3) there was no evidence that taking into account individual differences (in the value assigned to labor and leisure) improved the model’s ability to predict labor-leisure switches. In sum, using a situated approach to studying labor/leisure decisions, our findings highlight the importance of high task motivation, as well as the temporary distractive potential of smartphone notifications, when people face the challenge to stay focused on their productive tasks.

scholarly journals Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks

2016 ◽  
Vol 21 (6) ◽  
pp. 699-716 ◽  
Author(s):  
Judit Kormos ◽  
Yvonne Préfontaine
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Native Speakers ◽  
Task Completion ◽  
Affective Factors ◽  
Task Motivation ◽  
Perceived Success ◽  
And Performance ◽  
Objectively Measured

The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants’ performances of three narrative tasks differing in their conceptualization and formulation demands, (2) a questionnaire on their interest, task-related anxiety, task motivation, and perceived success in task-completion, (3) an interview in which they elaborated on their perceptions of the tasks, and (4) subjective ratings of their performances by three native speakers. Findings showed the cognitive demands of tasks were associated with learners’ affective responses to tasks as well as objective and subjective measures of fluency. Furthermore, task-related anxiety and perceived success in task completion were the most important affective factors associated with fluent task performance, whereas interest and task motivation were correlated with native speakers’ fluency ratings. These results are discussed in terms of how task design and implementation can contribute to enhanced task motivation and performance in the classroom.

scholarly journals Effects of Pairing on the Relationships between Motivation and Task Performance in an Interactive Task

2019 ◽  
Vol 7 (4) ◽  
pp. p451
Author(s):  
Katsuyuki Konno ◽  
Tsutomu Koga ◽  
Atsumi Yamaguchi
Keyword(s):  
Task Performance ◽  
First Year ◽  
Positive Role ◽  
Task Motivation ◽  
Computer Mediated ◽  
Interactive Task ◽  
And Performance ◽  
First Year University ◽  
Pair Work

This study investigates how learners’ own motivational variables are related to task performance and how learners’ task performance is influenced by their partners’ motivational variables in an interactive task. A total of 28 Japanese first year university students engaged in a computer mediated, decision making task, and the number of words produced and turns taken during the task was counted as their task performance. Questionnaires were administered to measure eight motivational dispositions related to the task. Correlation analyses were used to examine the relationships between task motivation and performance. The results showed that (a) learners’ task motivation was positively correlated with task performance, suggesting a positive role of task motivation in performing a task and (b) learners’ task performance was negatively correlated with the interlocutors’ task motivation, except for the highly motivated pairs, which implied limited effects of pair work. This study finally provides some pedagogical and future implications.

scholarly journals Similar visual perception in GCaMP6 transgenic mice despite differences in learning and motivation

2020 ◽  
Author(s):  
Peter A. Groblewski ◽  
Douglas R. Ollerenshaw ◽  
Justin Kiggins ◽  
Marina Garrett ◽  
Chris Mochizuki ◽  
...  
Keyword(s):  
Transgenic Mice ◽  
Visual Processing ◽  
Cortical Cell ◽  
Task Motivation ◽  
Motivational States ◽  
Transgenic Lines ◽  
Visual Change Detection ◽  
And Performance ◽  
Highly Correlated ◽  
And Behavior

AbstractTo study mechanisms of perception and cognition, neural measurements must be made during behavior. A goal of the Allen Brain Observatory is to map activity in distinct cortical cell classes during visual processing and behavior. Here we characterize learning and performance of five GCaMP6-expressing transgenic lines trained on a visual change detection task. We used automated training procedures to facilitate comparisons across mice. Training times varied, but most transgenic mice learned the task. Motivation levels also varied across mice. To compare mice in similar motivational states we subdivided sessions into over-, under-, and optimally motivated periods. When motivated, the pattern of perceptual decisions were highly correlated across transgenic lines, although overall d-prime was lower in one line labeling somatostatin inhibitory cells. These results provide important context for using these mice to map neural activity underlying perception and behavior.

Reward, Task Motivation, Creativity, and Teaching: Towards a Cross-Cultural Examination

2015 ◽  
Vol 117 (10) ◽  
pp. 1-28 ◽  
Author(s):  
Beth A. Hennessey
Keyword(s):  
Intrinsic Motivation ◽  
Performance Outcomes ◽  
Cross Cultural ◽  
School Students ◽  
Task Motivation ◽  
Experimental Constraint ◽  
And Performance ◽  
Experimental Findings ◽  
And Control ◽  
The Impact

Background Extrinsic incentives and constraints, such as the promise of a reward or the expectation of an evaluation, have long been used by educators to motivate students. Previous research has consistently found that expected reward consistently undermines intrinsic task motivation and creativity of products and performance in students of all ages. For a majority of learners, the promise of a reward made contingent on engagement in an open-ended task frequently serves to undermine intrinsic task motivation and qualitative aspects of performance, including creativity. Purpose The implications of these experimental findings for education in the U.S. and around the world are immense. Teachers contemplating the use of reward incentives must avoid them in situations where creativity is at stake. This article explores whether the motivational and performance processes triggered by the promise of a reward are a universal phenomenon or whether they are, at least in part, culturally-dependent. Research Design Five parallel studies in five separate nations focused on elementary school students who had been randomly assigned to experimental (constraint) and control (no constraint) conditions. The complexities of the relation between task motivation and performance outcomes are reviewed and cross-cultural implications are explored. Conclusions While there is no consensus on the impact of extrinsic constraints across cultures, there is no evidence to suggest that intrinsic motivation is anything but a powerful and positive driving force for students of all ages and backgrounds—teachers are best advised to work to increase the intrinsic motivation and creativity of their students on a case-by-case basis until we understand more.

Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten

2009 ◽  
Vol 19 (4) ◽  
pp. 335-344 ◽  
Author(s):  
Jaana Viljaranta ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
Kaisa Aunola ◽  
Jari-Erik Nurmi
Keyword(s):  
Task Motivation ◽  
And Performance

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

2009 ◽  
Vol 29 (5) ◽  
pp. 603-619 ◽  
Author(s):  
Katja Natale ◽  
Jaana Viljaranta ◽  
Marja‐Kristiina Lerkkanen ◽  
Anna‐Maija Poikkeus ◽  
Jari‐Erik Nurmi
Keyword(s):  
Causal Attributions ◽  
Kindergarten Teachers ◽  
Task Motivation ◽  
And Performance
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