- Jan 2022
-
www.teachersgoinggradeless.com www.teachersgoinggradeless.com
-
These used to be part of a reward system
"Rewards" are extrinsic motivators - like the carrot and the stick. Make every session an Awesome Gym Day and let Ss reward themselves by achieving goals they set for themselves. Give them some autonomy and be patient with those who just want to play. They need time.
-
- Nov 2020
-
www.healthline.com www.healthline.com
-
Both can be effective, but research suggests that extrinsic rewards should be used sparingly because of the overjustification effect. Extrinsic rewards can undermine intrinsic motivation when used in certain situations or used too often
while both [[intrinsic motivation]] and [[extrinsic motivation]] ca be useful, [[extrinsic motivation]] tends to rely on [[extrinsic rewards]]
[[extrinsic rewards]] should be used sparingly - they can undermine the effectiveness off [[intrinsic motivation]], they can also lose value over time if used too often - and at times, relying too heavily on [[extrinsic rewards]] can be seen as coercion or bribery
-
- Jun 2016
-
-
Instead they would be dismissed as being a waste of a colleague's time, or as beside the point, or as uninformed, or simply as unprofessional. This last judgment would not be a casual one; to be unprofessional is not simply to have violated some external rule or piece of decorum. It is to have ig- nored (and by ignoring flouted) the process by which the institution determines the conditions under which its rewards will be given or withheld. These conditions are nowhere written down, but they are understood by everyone who works in the field and, indeed, any understanding one might have of the field is inseparable from (because it will have been produced by) an awareness, often tacit, of these con- ditions
On the role of professionalism in enforcing community standards:
[T]o be unprofessional is not simply to have violated some external rule or piece of decorum. It is to have ignored (and by ignoring flouted) the process by which the institution determines the conditions under which its rewards will be given or withheld. These conditions are nowhere written down, but they are understood by everyone who works in the field and, indeed, any understanding one might have of the field is inseparable from (because it will have been produced by) an awareness, often tacit, of these conditions
This is very applicable to scientific authorship
-
-
inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
-
ntrinsic and Extrinsic Motivations: Classic Definitions andNew Directions
Ryan, R M, and E L Deci. 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemp. Educ. Psychol. 25 (1): 54–67.
-
-
inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
-
addition, when the feed-back was administered in a controlling manner (e.g., saying that students per-formed as they “should” have performed), the effects were even worse (–0.78).Thus, Deci et al. concluded that extrinsic rewards are typically negative becausethey “undermine people’s taking responsibility for motivating or regulating them-selves” (p. 659). Rather, they are a controlling strategy that often leads to greatersurveillance, evaluation, and competition, all of which have been found to under-mine enhanced engagement and regulation (Deci & Ryan, 1985)
Control, surveillance, evaluation, and competition all undermine enhanced engagement and regulation [!]
-
ngiblerewards significantly undermined intrinsic motivation, particularly for interestingtasks (–0.68) compared with uninteresting tasks (0.18). I
Tangible rewards lower motivation
-
-
books.google.ca books.google.ca
-
Extrinsic goals (i.e. trying to get a reward or avoid punishment) are most strongly related to mal-adjustive student behaviour in the poorest performing students. I.e. marks make the poorest students doubt themselves more, be less-likely to seek help, and more likely to cheat.
-