Showing papers on "Overjustification effect published in 2009"
Journal Article•
TL;DR: For example, according to as discussed by the authors, teachers are responsible for focusing the students' attention to, and interest in, learning, and the teacher's attitude and behavior can have a significant impact on increasing students' motivation levels.
Abstract: Introduction Education is a process of behavioral change and development that occurs continuously throughout every stage of life. Teachers are active in every stage of that process. The formation of desirable behavior in the student is closely linked to the motivation levels of the teacher, as well as the teacher's attitude and behavior. Low motivation levels in the teacher, who is in a critical position in the education and schooling process, has a negative impact on the achievement of high standards in education. It should be noted that there is a motive, or a string of motives, behind every kind of behavior in all situations (Cuceloglu, 1997). Almost everyone is in some way motivated. The motivation might be to become rich, to become famous, or simply to gain status. According to Peters and Waterman (1995) researchers have identified that the main factor in motivating people is to give the individual a sense of success. However, levels of stimulation and anxiety, needs, beliefs and goals also significantly influence a person's motivation (Keskin, 2007). An individual's motivation level is dependent on the material and social benefits he or she gains from the institution they work in (Findikci, 2006). It is not just their physiological needs that employees need to be met by the organizations they work for. According to Basaran (1984) the individual also has social and psychological needs to be addressed by an employer. Teachers are responsible to their schools. The principal and the school board are primarily responsible for the administration of a school. The main responsibility for motivating teachers falls to the school administration (Kocabas & Karakose, 2002). According to Benaych (1996) school governors should be there to enthuse and invigorate rather than to "shape" schools. Whilst inspiring and encouraging positivity in others, strong leaders will at the same time increase and maintain their own motivation (Celik, 1999). The teacher is responsible for focusing the students' attention to, and interest in, learning. The enthusiasm of the teacher in daily activities has a significant impact on increasing the students' motivation levels. A key task of the teacher is to ensure the motivation of students (Deniz et al., 2006). Once achieved this links directly to the teacher's own motivation level. Concepts of motivation include the expenditure of effort to achieve a goal (Martin, 2000); creating forces that power and drive behaviors (Bursalioglu, 2002); improving a situation perceived to be difficult by ah individual, meeting needs (Dull, 1981); providing driving forces to urge us into action (Genc, 1987), developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behavior, self-interest, selection, preference, willpower and drive (Srekli & Tevruz, 1997); a consideration of both intrinsic and extrinsic forces that actuate, direct and maintain behaviors (Gursel, 1997); increasing employees' willingness to work and making them believe that they will satisfy their personal needs best if they work efficiently in the organization (Yuksel, 1998). Definitions of motivation may vary but all agree that almost everyone is motivated in one way or another. Because everyone has a different background and personality, different interests and attitudes, expectations, desires and needs, sources of motivation differ according to the individual. Even so, according to Arik (1996), motivation has four fundamental functions--namely initiation, the determination of intensity and level, the direction and maintenance of behavior. In this context, motivation is related directly to the source of the behavior, and how behavior can be directed, or its intensity increased once it is directed. The reason for this is that human beings are by nature action-oriented and their actions can be influenced by various means and methods (Keskin, 2007). …
54 citations
TL;DR: In this paper, the authors designed a study to understand how intrinsic rewards, as compared with extrinsic rewards, are perceived as sources of motivation by staff of NFP organizations, and found that significant t-test p-values highlighted intrinsic rewards as being important staff motivators.
Abstract: This paper is a study designed to understand how intrinsic rewards, as compared with extrinsic rewards, are perceived as sources of motivation by staff of NFP organisations. Data was gathered through a survey featuring a number of statements about intrinsic and extrinsic rewards. The small-sample t-test was used to determine the significance of responses, and hence test the hypothesis that employees are motivated by intrinsic rewards. The findings of the study are that significant t-test p-values highlighted intrinsic rewards – in particular, the achievements of employees’ clients, work/life balance, and having fun at work – as being important staff motivators.
43 citations
TL;DR: The authors used a foreshortened free-choice period to glimpse the process of undermining with 61 college students who engaged in an intrinsically interesting activity under a reward or no-reward condition.
28 citations
TL;DR: The authors argue that generalized trustworthiness is negatively affected by prior exposure to a ubiquitous extrinsic motivator of trustworthy behavior, contracts, and that actors previously constrained by contracts will attribute their own ''trustworthy'' behavior in those interactions to the contract itself.
Abstract: Generalized trust, or trust in strangers, has been traced to a wide range of societal benefits. But generalized trust is not sustainable in the absence of widespread generalized trustworthiness, that is, the tendency for strangers to honor trust extended to them. While there has been much work on the origins and consequences of generalized trust, surprisingly little research has addressed the antecedents of generalized trustworthiness. We argue that generalized trustworthiness is negatively affected by prior exposure to a ubiquitous extrinsic motivator of trustworthy behavior, contracts. Specifically, drawing on classic social psychological research on the overjustification effect, we argue that actors previously constrained by contracts will attribute their own `trustworthy' behavior in those interactions to the contract itself. According to overjustification arguments, this misattribution should lead to a decrease in intrinsic motivations to act trust-worthily in interactions where the actor is not cons...
26 citations
01 Jan 2009
TL;DR: In this article, the effects of external rewards on intrinsic motivation were analyzed using Cognitive Evaluation Theory (CET) and the authors concluded that the way the reward is delivered will determine its effects on the intrinsic motivation.
Abstract: For over 30 years now, there has been an intense debate on the effects of external rewards on intrinsic motivation. The answer to this question appears to depend on two properties of a reward: control and information. Though many professions have utilized rewards to control behavior with students, athletes, and children, it appears that this very controlling mechanism is what undermines intrinsic motivation. Conversely, an informational message of competency can enhance intrinsic motivation. Therefore, the way the reward is delivered will determine its effects on intrinsic motivation. In this context, the purpose of this paper was to analyze the effects of various rewards on intrinsic motivation. Rewards will be analyzed using the well established Cognitive Evaluation Theory.
24 citations
TL;DR: In this paper, it is shown that intrinsic motivation that is based on anticipated future goals can be autonomous and hence have a high quality, while extrinsic future goals which are not perceived by the individual as externally controlling but as creating autonomous motivation/behavioral regulation are almost as adaptive as intrinsic motivation.
Abstract: The present anticipation of future goals creates instrumental motivation for immediate actions that are expected to be instrumental for achieving those future goals. Instrumental motivation is however by definition extrinsic motivation. Based on empirical research in educational settings, it is commonly argued that extrinsic motivation is of lower quality than intrinsic motivation. More recent developments in motivational psychology – in particular the development from the Cognitive Evaluation Theory into the Self-Determination Theory – replaced the distinction between intrinsic and extrinsic motivation by the more relevant distinction between autonomous and controlled motivation or behavioral regulation. Some types of extrinsic motivation belong to the category autonomous motivation, that is the case when the individual integrates or identifies with the external reason for doing the activity. We review empirical research from our research group that shows that instrumental motivation that is based on anticipated future goals can be autonomous and hence have a high quality. What matters is the content of the future goals and how they regulate behavior. Intrinsic future goals which are not perceived by the individual as externally controlling but as creating autonomous motivation/behavioral regulation are almost as adaptive as intrinsic motivation.
19 citations
TL;DR: In this paper, the authors extended previous research by evaluating whether the overjustification effect was relevant to the use of non-reinforcing stimuli, reinforcers, or both.
Abstract: The overjustification effect suggests that external rewards may decrease intrinsically reinforced behaviors; however, this conclusion is often drawn from pre- and post-assessment data. The majority of studies published in this area do not take repeated measures of behavior. In addition, previous research has not distinguished between the use of rewards and reinforcers by demonstrating a reinforcement effect; hence, it is possible that the occurrence of the overjustification effect varies depending on the nature of the stimuli that are used. This study extended previous research by evaluating whether the overjustification effect was relevant to the use of non-reinforcing stimuli, reinforcers, or both. The effects of verbal praise were also evaluated in relation to the overjustification effect. Results indicated that behavior did not decrease below baseline levels following the contingent delivery of non-reinforcing stimuli, reinforcers, or verbal praise. Copyright © 2009 John Wiley & Sons, Ltd.
10 citations
01 Dec 2009
TL;DR: In this paper, the authors consider the scenario in which a child has a negative attitude towards practicing piano, and the parents of the child offer a financial reward to induce a change in attitude and behavior of the children.
Abstract: People use a variety of techniques to influence the attitudes and behaviors of others. One of the most overt techniques involves the use of a reward. To provide a concrete example, this paper considers the scenario in which a child has a negative attitude towards practicing piano, and the parents of the child offer a financial reward to induce a change in attitude and behavior of the child. By combining three psychological tools (namely, the theory of planned behavior, the induced compliance paradigm of cognitive dissonance theory, and the overjustification effect), we develop a dynamic feedback model that captures how the parents' attempt to control the child affects both his attitude and behavior. We then use the model to develop two control schemes, one that focuses on inducing an immediate behavioral change in the child, and the other that focuses on inducing maximum attitude change which, in turn, leads to a behavioral change.
8 citations