An Assessment of the Influence of Extrinsic Rewards on Intrinsic Motivation and Performance of Senior Nonteaching Staff of Federal College of Education Zaria (2005 - 2010)

2016 ◽  
Vol 6 (4) ◽  
pp. 43-58
Author(s):  
Asaju Kayode
Keyword(s):  
Intrinsic Motivation ◽  
College Of Education ◽  
Extrinsic Rewards ◽  
And Performance

scholarly journals Undermining Intrinsic Motivation

2013 ◽  
Vol 6 ◽  
Author(s):  
Bianca Lavorata
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Conceptual Learning ◽  
Extrinsic Rewards ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Motivation For Learning ◽  
And Performance ◽  
Extrinsic Goal ◽  
Learning And Performance

This paper will examine the possible effects of extrinsic rewards on intrinsic motivation in Preschool to College students and argue that extrinsic rewards undermine intrinsic motivation. The Overjustification hypothesis by self-perception theory, as well as the cognitive evaluation theory (CET) will be discussed, including some of the benefits of self-motivation for learning. Various studies will be explored to show that extrinsic rewards reduce intrinsic motivation. Results suggest that students that are offered an extrinsic goal subsequently show less intrinsic interest and demonstrate poorer conceptual learning and performance in the long term. Alternately, students that are regulated by intrinsic motivations experience positive consequences at school. This paper will conclude on the note that intrinsic motivation plays a pivotal role in learning, and that teachers and other social agents can help promote intrinsic goals to motivate conceptual learning and performance, even when students hold a stronger extrinsic goal orientation. Finally, various factors that can enhance and develop intrinsic motivation will be discussed, and suggestions will be provided for further research on this topic.

Performance-Undermining Effects of Baseball Free Agent Contracts

2001 ◽  
Vol 23 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Ted S. Sturman ◽  
Ryan Thibodeau
Keyword(s):  
Intrinsic Motivation ◽  
Major League Baseball ◽  
Free Agent ◽  
Extrinsic Rewards ◽  
Major League ◽  
And Performance ◽  
Overjustification Effect

Research on the effects of extrinsic rewards on subsequent levels of intrinsic motivation and performance has produced conflicting results. In the present study, player statistics were obtained on 33 major league baseball free agents for two seasons prior to, and two seasons after, the signing of the contract. Results suggest that the new contract, particularly its substantial pay raise, caused a decrease in immediate postcontract performance. In addition, there was some evidence that performance output recovered to its precontract level in the second season postcontract. Findings are discussed with respect to previous work on intrinsic to extrinsic motivational shifts and the overjustification effect.

To Routinize or Not to Routinize? Employee Task Routinization, Situational Motivation, and Creativity

2019 ◽  
Vol 47 (3) ◽  
pp. 1-11
Author(s):  
Hye Jung Yoon ◽  
Jin Nam Choi
Keyword(s):  
Structural Equation Modeling ◽  
South Korea ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Equation Modeling ◽  
Employee Creativity ◽  
Negative Effect ◽  
And Performance ◽  
Situational Motivation ◽  
Task Content

We addressed previous mixed findings regarding the effects of task routinization on employee creativity. We proposed that task routinization is not a single dimensional construct but that it has 2 dimensions, namely, content and process, which have different motivation and performance implications. Participants were 240 employees from various industries in South Korea. Results of structural equation modeling analyses confirmed that task content routinization had a negative effect on employee creativity by causing amotivation and reducing intrinsic motivation. By contrast, task process routinization enhanced employee creativity by increasing intrinsic motivation. Our findings clarify the effects of task routinization on employee creativity by identifying the 2 dimensions that lead to different situational motivation and creativity results, and we discuss the implications of these findings.

Under what Circumstances do Extrinsic Rewards Decrease Intrinsic Motivation?

1999 ◽  
Vol 43 (14) ◽  
pp. 830-834
Author(s):  
Alison G. Vredenburgh ◽  
Jennifer S. McLeod ◽  
Delbert M. Nebeker
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Rewards

Predicting school achievement in boys and girls

2008 ◽  
Vol 22 (3) ◽  
pp. 231-245 ◽  
Author(s):  
H. Harald Freudenthaler ◽  
Birgit Spinath ◽  
Aljoscha C. Neubauer
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
School Achievement ◽  
Self Esteem ◽  
School Anxiety ◽  
School Attainment ◽  
Work Avoidance ◽  
And Performance ◽  
Mean Differences ◽  
Avoidance Goals

This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personality and school‐related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self‐esteem, school anxiety, school‐related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only for boys or only for girls. Intelligence and self‐esteem were the strongest predictors of GPA for both sexes, and school‐related intrinsic motivation, school anxiety and performance‐avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright © 2008 John Wiley & Sons, Ltd.

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