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Overjustification effect

About: Overjustification effect is a research topic. Over the lifetime, 367 publications have been published within this topic receiving 94905 citations.


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Book
01 Aug 1975
TL;DR: This chapter discusses the development of Causality Orientations Theory, a theory of personality Influences on Motivation, and its application in information-Processing Theories.
Abstract: I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.

21,337 citations

Journal ArticleDOI
TL;DR: This review revisits the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory and discusses the relations of both classes of motives to basic human needs for autonomy, competence and relatedness.

13,996 citations

Journal ArticleDOI
TL;DR: In this paper, a meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation and found that engagement-contingent, completion-contengent, and performance-contagioning rewards significantly undermined free-choice intrinsic motivation, as did all rewards, all tangible rewards and all expected rewards.
Abstract: A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewards significantly undermined free-choice intrinsic motivation (d = -0.40, -0.36, and -0.28, respectively), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d = -0.15, and -0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free-choice behavior (d = 0.33) and self-reported interest (d = 0.31). Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tended to be less enhancing for children than college students. The authors review 4 previous meta-analyses of this literature and detail how this study's methods, analyses, and results differed from the previous ones.

5,604 citations

Journal ArticleDOI
TL;DR: Vroom et al. as mentioned in this paper investigated the effects of external rewards on intrinsic motivation to perform an activity and found that when money was used as an external reward, intrinsic motivation tended to decrease, whereas when verbal reinforcement and positive feedback were used to increase.
Abstract: Two laboratory experiments and one field experiment were conducted to investigate the effects of external rewards on intrinsic motivation to perform an activity. In each experiment, subjects were performing an activity during three different periods, and observations relevant to their motivation were made. External rewards were given to the experimental subjects during the second period only, while the control subjects received no rewards. Of interest was the difference in the experimental group's motivation between Period 1 and Period 3, relative to the difference in the control's. The results indicate that (a) when money was used as an external reward, intrinsic motivation tended to decrease, whereas (b) when verbal reinforcement and positive feedback were used, intrinsic motivation tended to increase. Discrepant findings in the literature were reconciled using a new theoretical framework which employs a cognitive approach and concentrates on the nature of the external reward. If a boy who enjoys mowing lawns begins to receive payment for the task, what will happen to his intrinsic motivation for performing this activity? Or, if he enjoys gardening and his parents seek to encourage this by providing verbal reinforcement and affection when he gardens, what will happen to his intrinsic motivation for gardening? These are examples of the classical problem concerning the effects of external rewards on intrinsic motivation. One is said to be intrinsically motivated to perform an activity when he receives no apparent rewards except the activity itself. This intrinsic motivation might be either innate or learned (White, 1959). It is not the purpose of this study to deal with the specific nature of, or development of, intrinsic motivation, but rather, it assumes that at a given time a person can be intrinsically motivated to do an activity, and it then asks: What are the effects of external rewards on this motivation ? In the two examples of the boy, he is performing the activity for no apparent rewards 1 These studies were conducted at Carnegie-Mell on University. The author wishes to thank Victor H. Vroom and Daryl J. Bern for helpful suggestions about the research and about earlier drafts of the manuscript.

3,878 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20201
20192
20182
201715
201612
201518