Showing papers on "Overjustification effect published in 2016"

Sharing Knowledge in Social Q&A Sites: The Unintended Consequences of Extrinsic Motivation

Abstract: In order to motivate individuals to share their knowledge in online communities, the use of extrinsic rewards and goals is a typical approach. However, extrinsic motivation may have unintended consequences. Although past studies have examined the direct effect of extrinsic motivation on intrinsic motivation, no research to date has investigated how extrinsic motivation moderates the impact of intrinsic motivation on knowledge sharing, or how the effect of extrinsic motivation on intrinsic motivation is contingent upon whether a member is active or not. Drawing on attribution theory and theory of planned behavior, the study was conducted with data collected from a large social QA the data were analyzed with moderated regression and structural equation modeling. Results show that the effect of enjoyment in helping others on attitude toward knowledge sharing is undermined by virtual organizational rewards, while the ef...

Incentives and Motivation.

Abstract: Day 2 of the conference explored the use of incentives in the public sector. three studies were presented that examined the use of workforce incentives in the uK, nigeria and Zambia with varying degrees of success. a vast body of research studies the impact of workplace incentives on performance. from a theoretical perspective, countless permutations of principal-agent models investigate the relationship between incentives and performance across a range of contexts and information structures. a wide array of empirical studies has sought to test the predictions of these models. overall, there is strong consensus that incentives matter and that the appropriate set of incentives can often lead to improved performance.

The Motivational Push of Games: The Interplay of Intrinsic Motivation and External Rewards in Games for Training

Abstract: Games for training aim to keep interest in training activities high by making them more enjoyable, yet interest and motivation often wane over time. Games frequently employ rewards to halt waning motivation; however, research suggests that although this approach may work for less motivated players, it may backfire for players who are already enjoying a game. To explore changing motivation patterns over time, we conducted an 11-day study of a game for training executive functioning with players who were split into two groups that reflected their intrinsic motivation induced through a manipulation of identification with an in-game avatar. Although motivation waned over time, both effort and enjoyment waned more rapidly for players who identified less. After one week, when we delivered a reward (payment), the less-identified group respond positively -- increasing their effort and improving performance; however, the more identified group responded negatively -- decreasing their effort and declining in task performance.

Intrinsic motivation, external reward, and their effect on overall motivation and performance

Abstract: An unresolved debate lingers concerning the effect of performance-contingent rewards on motivation and performance. Behavioral psychology and economics suggest that performance-contingent rewards improve performance. In contrast, cognitive evaluation theory predicts that performance-contingent rewards undermine motivation and performance. We discuss the predictions of these two streams and develop an experiment that resolves the limitations of previous studies by using a new measure of intrinsic motivation: self-selection into a specific area of knowledge, as revealed by choice of academic major. Students from mathematics-related and literature-related areas were selected and randomly assigned to math and English language tests. Participants received a participation fee or a performance-contingent payment in addition to a fee. Both performance-contingent rewards and intrinsic motivation improved motivation and performance, in contrast with cognitive evaluation theory’s predictions.

The undermining effect revisited: The salience of everyday verbal rewards and self‐determined motivation

Abstract: Self-determination theory suggests that some rewards can undermine autonomous motivation and related positive outcomes. Key to this undermining is the extent to which rewards are perceived as salient in a given situation; when this is the case individuals tend to attribute their behavior to the incentive and the intrinsic value of the task is undermined. The role of salience has yet to be explicitly tested with respect to work motivation; we know little about whether undermining occurs in relation to verbal rewards, which characterize everyday work. We examine this in a field-based quantitative diary study of 58 employees reporting 287 critical incidents of motivated behavior. When considering simple direct effects, the undermining effect was not supported; highly salient verbal rewards associated positively with introjected and external motivation, but at no cost to autonomous motivation. However, moderator analysis found support for the undermining effect for complex tasks; highly salient verbal rewards associated positively with external motivation while associating negatively with intrinsic and identified motivation. The findings suggest that verbal reward salience is an important characteristic of verbal reward perceptions and that salient verbal rewards are not advisable for more complex tasks but can have a valuable motivational impact for simple tasks.

Using intrinsic and extrinsic motivation in continuing professional education.

Abstract: The technologically advanced and super-charged pace of today's society poses a multitude of challenges in the medical and nursing professions. Safe and quality patient care depend on the skills and competence of the professional caring for them. In such a dynamic environment, life-long learning, professional development, and continuing professional education are not just a good idea, they are a necessity. The Dreyfus model of skill acquisition was developed around 1980 by the brothers, Dreyfus and Dreyfus.[3] Others have adapted this model to fit into disciplines other than those of the Dreyfus brothers. Benner, for example, adapted the skill acquisition model into what is known as From Novice to Expert nursing theory.[1] Both theories are founded on the principle that learners pass through five stages: Novice, competence, proficiency, expertise, and mastery. The phases are characterized by how rules interplay with real-world context. A novice will simply follow the rules that they are given and not consider context. Intermediate stages contain a mix of rule following, combined with more and more sophisticated consideration of context. The master is one who makes decisions and takes actions intuitively, even in new contexts. A master may, in fact, not be able to state the rules or the heuristics that they are using. In this light, the role of education is to move a learner from novice to master by exposure to increasingly more real-world and varied contexts. We could deconstruct the training pathway from novice to expert in the medical and nursing educational systems, but there is an equally important consideration. The skill acquisition model was developed with the assumption that students were learning skills in a relatively static domain; once a master, always a master. In fields such as medicine and nursing, where new knowledge, ideas, and methods are constantly being introduced, a master will not stay a master for long. A disruptive technology or process could even revert a master back to a novice. Ongoing education becomes necessary to maintain master status. However, here, we face an educational dilemma. How do we motivate a master, one who has already invested thousands of hours to become a master, to engage in continuous life-long learning? To begin to attack this question, we need to go back a decade before the Dreyfus brothers proposed their model. In 1971, Deci conducted a study where two groups of people solved simple puzzles. Subjects in Group A underwent three rounds of puzzles and never received a reward. Subjects in Group B also underwent the same three rounds of puzzles but received a reward only in round two. The ability to solve the puzzles was inconsequential in the study. What was measured was the duration of time participants spent solving puzzles between sessions, when the moderator told them to take a break. The research question was to determine the impact of extrinsic rewards on intrinsic motivation. The clear takeaway from this study was that the intrinsic motivation of Group B was essentially destroyed in the third round due to the reward bestowed in round two. This was the first glimmer of a comprehensive theory of motivation and behavior that has emerged over the past several decades to become self-determination theory.[2] At the heart of self-determination theory is the idea that people desire to feel that their actions are caused by the free-agency component of self.[5] The relationship between the desire to act and the action itself is described as a sort of iceberg model. The part that we can see and measure, what is called engagement, is above the surface.[7] It is multidimensional and is composed of a set of interdependent behavioral, emotional, and cognitive actions. Below the surface of the iceberg is motivation.[6] It is based on neural and other biological processes that are often not consciously recognized. Motivation endows engagement with its strength, intensity, and persistence. What Deci's original experiment exposed was how extrinsic motivation (external rewards that drive internal motivation), if not executed very carefully can undermine long-term motivation. It is not that all extrinsic rewards are bad. Traditional sticks and carrots prevent un engagement and can work well for algorithmic tasks, such as making parts, seeing a high volume of patients or engaging in competency training. In these tasks, persistence and speed are directly related to productivity. Extrinsic rewards can boost motivation in these types of tasks in the short-term. However, unless the rewards are enhanced over time, they reach a saturation point in their effectiveness. As Deci's work showed, we can too easily become dependent on extrinsic rewards for our motivation. Conversely, what about intrinsic motivation? It is tempting to conclude that intrinsic motivation is a fixed and complex characteristic of an individual and, therefore, not reachable or learnable. With such thinking, the best we can do is select bright and motivated people and hope their natural abilities will carry them through their careers. Countering this view is a large and growing body of psychological research suggesting that intrinsic motivation is not fixed.[4] Self-determination theory was in fact designed to explain how it is possible to influence an individual's intrinsic motivation. The key is that engagement and motivation are coupled together through their environment. Motivation strengthens engagement that leads to actions that make a change in the environment. That change may serve to enhance (a virtuous cycle) or dampen (a vicious cycle) self-determination. Someone outside of an individual can, therefore, establish an environment that will foster a virtuous positive feedback cycle that enhances the self-determination. These environments promote and reward three inter-related basic psychological needs. Autonomy is experiencing one's behavior as originating from and endorsed by the self. Competence is the feeling of effectively pursuing goals that impact the environment. Relatedness is the formation and maintenance of emotional bonds with others. An environment that fosters these elements will prime individuals to become passionately engaged. What is more, extrinsic rewards that endow one with more autonomy, more competence and more relatedness will further strengthen the virtuous cycle of intrinsic motivation. Hence, extrinsic rewards can, in fact, become an important positive influence on intrinsic motivation. We face a dilemma in the medical and nursing communities, but that dilemma also exposes an opportunity. Many of the systems that select, train and foster continuous improvement assume that motivation is fixed. As a result, rewards are extrinsic and aim simply to promote simple engagement, or even worse to avoid penalties. They dampen intrinsic motivation rather than fuel it. What we learn from self-determination theory is that there is a way to build continuing education systems that see intrinsic motivation as environmentally dependent and driven by autonomy, competence, and relatedness. To remain a life-long master, we must develop systems that encourage a passion to engage in life-long learning and professional development. Certifications, involvement in specialty societies and continuing to seek the master/expert pinnacle of one's area of practice are some ways that health care professionals can ensure that they are at the top of their game and are providing safe and quality care to their patients. Maintaining the status of a master or expert is not an easy task. Some would say that this is a task that can only be achieved through intrinsic motivation.

People’s Naiveté About How Extrinsic Rewards Influence Intrinsic Motivation.

Abstract: Despite the voluminous empirical research on the harmful effects of extrinsic incentives (e.g., money, competition prizes, etc.) on people’s intrinsic motivation (“undermining effect”), our society is still reliant upon the use of extrinsic incentives to motivate people. To better understand the reason underlying this theory-practice gap, the current study examined people’s beliefs about how extrinsic incentives influence recipients’ intrinsic motivation. Participants were presented with a description of a previous experiment which demonstrated the undermining effect, and were asked to make a prediction about the results of the experiment. The findings showed that the majority of participants firmly, but wrongly believed in the beneficial effects of reward on intrinsic motivation and did so with greater confidence. This inaccurate belief about motivation may play a role in the current, frequent use of extrinsic incentives in our society, and the current study suggests the importance of targeting stakeholders’ beliefs in intervention research.

Do Intrinsic and Extrinsic Rewards influence the Job satisfaction and Job performance? Mediating Role of Reward System

Abstract: Now a day’s firms are striving to achieve competitive advantage by using different strategic techniques. As a result of high competitive pressure; firms are making struggle to get competitive edge by utilizing workers’ talent, abilities and proficiency to formulate the accurate exploitation of employees’ works organization offer different benefits, rewards schemes. Satisfied employees becoming more devoted dedicate and attached with their organization as compared to other employees. The main purpose of current study is to determined relationship between Intrinsic and Extrinsic motivation by concentrating the mediating effect of Reward System. Data have been collected by applying the simple random sampling. Questionnaire technique takes on to accumulate data collected from staff in context of their satisfaction and performance. By applying statistical tools CFA and SEM outcome shows that monetary and non-monetary rewards really positively associate with employees’ job satisfaction. Positive correlation lies between intrinsic, extrinsic motivation and employee’s performance and job satisfaction of nursing staff in hospitals. Moreover, results divulged that rewards system significantly and partially mediates the relationship between intrinsic and extrinsic rewards, job performance, and job satisfaction. The research provide deeply appreciative that how institution can encourage employees by delivering valuable rewards and Intrinsic and extrinsic motivation programs .

Intrinsic-Extrinsic Motivation and Positive-Negative Affect of Correctional Home Inmates

Abstract: INTRODUCTIONMotivation is the internal processes that activate, guide and maintain behaviour especially goal directed behaviour (Baron, 1991). All behaviour irrespective of how and where it is instigated is a consequence of motivation (Hollyforde and Whiddett, 2003). A person engaging in any type of tasks even in a jail or correctional home has a kind of motivation underlying it.An action is always a result of different reasons or goals, based on this principle, Deci and Ryan distinguished between two types of motivation in the Self-Determination Theory (SDT; Deci and Ryan, 1985). According to them, when the individuals are doing something because it is inherently interesting or enjoyable, is known as intrinsic motivation whereas doing something because it leads to a separable outcome, is referred to as extrinsic motivation (Deci and Ryan, 1985). These two kinds of motivation usually exist at three different levels as: global, contextual and situational levels (Vallerand, 1997). At the global level (trait-like concept), motivation applies across situations and yields general consequences and has the power to influence several human conditions. At the contextual level or life domains (Guay and Vallerand, 1997), these consequences differ according to the context which influences motivation at the corresponding level. At the situational level, motivation is associated with important consequences at a situation.Intrinsic MotivationIntrinsic motivation, the highest degree of self-determination refers to engaging in an activity for its own sake and the experience of pleasure and satisfaction derived from performing activities (Deci, 1975; Lepper, Greene, and Nisbett, 1973). The activities that people voluntarily perform in the absence of material rewards or constrain (Deci and Ryan, 1985a, 1987), but for the fun and challenge involved are intrinsic in nature. It has been seen that from birth onwards, children in their healthiest states, are spontaneous, playful, active, inquisitive and curious to learn and explore new things even in the absence of specific rewards (e.g., Harter, 1978). The positive potential of human nature is perhaps not reflected in any single phenomenon as in intrinsic motivation. The three most important social and environmental factors that facilitate intrinsic motivation as proposed by the Cognitive Evaluation Theory (Deci and Ryan, 1985) as a sub-theory of self-determination theory are competence, autonomy, and relatedness.Extrinsic MotivationExtrinsic motivation refers to engaging in an activity as, a means to an end rather than for its intrinsic qualities (Deci, 1975). After early childhood, due to the demands placed by the society and roles that require a person to assume responsibility, the freedom to be intrinsically motivated is often replaced by extrinsic motivation (Ryan and La Guardia, in press). Thus, unlike intrinsic motivation, activities in extrinsic motivation are carried out not for their inherent characteristics but because of instrumental reasons. It is obvious that a person who has intrinsic motivation orientation may very well show extrinsic motivation in several other activities and in the same way a person who has extrinsic motivation orientation may show intrinsic motivation in several other tasks. Thus, it is just a matter of degree that a person may show high intrinsic motivation orientation and still show extrinsic motivation and vice versa.Positive-Negative AffectAffect is different from feelings and emotions (Massumi, 1987). Affect is a pre-personal intensity corresponding to the passage from one experiential state of the body to another and implying an augmentation or diminution in that body's capacity to act. On the other hand, feelings are necessarily personal and biographical in nature, emotions being social. The subjective experience of positive mood states such as joy, alertness and interest is referred to as positive affect. …

How would you like to be rewarded? Relating the Big-Five personality traits with reward contingency in a cognitive training puzzle game

Abstract: Rewards in serious games have had a long and at times contentious history about their effect on intrinsic motivation, with contradictory findings about whether they are detrimental to intrinsic motivation or not. While recent research suggests that rewards can be beneficial, the effect of reward contingency on motivation is still unclear. The link between player personality and different motivations to play games, and the differing reward preferences arising from the different motivations suggests that personality could moderate the effect of a reward contingency on intrinsic motivation. Knowing this effect could help in better leveraging rewards to make motivating serious games. Two studies, therefore, were conducted to investigate the relationship between personality and reward contingency. In Study 1, 60 participants played a block-matching puzzle game that can train executive functions, with each participant randomly assigned to one of three conditions: performance-contingent rewards, which gave rewards after achieving a specific performance level, task-contingent rewards, which gave rewards simply for completing a task, and no reward condition. Big Five personality traits values of the participants were assessed and related to their intrinsic motivation and performance using a linear regression model. A different combination of the five traits significantly predicted motivation and performance in each condition, with the performance-contingent condition yielding significantly higher enjoyment and performance than the other conditions. The efficacy of the linear model was tested in a follow-up Study 2, where 30 participants played the same puzzle game, with half the participants given performance-contingent rewards, and the other half being assigned a reward contingency that would maximize their intrinsic motivation and performance based on the model obtained in Study 1. Enjoyment and competence subscales of intrinsic motivation, and performance, were significantly higher in the group that received a personality-based contingency as compared to the one that always received performance-contingent rewards. The present study highlights the role of personality in moderating the effect of different reward contingencies on motivation and performance, and could explain the contradictory findings of existing research. The results demonstrate that serious games can be made more motivating and performance-oriented by using appropriately chosen reward contingency.

Role of Intrinsic Rewards in Employee Perception and Motivation

Abstract: Employee Motivation has always been the central point of organizations while formulating and designing reward strategy and programs. Rewards carry planned objectives of employee motivation and performance growth completely and clearly set in the purpose behind what organizations achieve through rewards system. Employees tend to gain motivation for a defined intent while organizations focus performance growth and enhanced efficiency by rewarding employees. This study is revolved on the Motivation that employees perceive from different kinds of rewards given by the organizations to its employees. This is a conceptual paper focusing on the different rewards that may affect the performance of employees. Sample employees here taken are managers working in multinational environment from Banks, Government Organizations and LLC companies from the population on the basis of simple random sampling. Basing on dimensions of rewards (i.e. Salary, Promotion, Empowerment, and Recognition) and perceived performance of employees analysis is to be made. Keywords : Intrinsic Rewards, Extrinsic Rewards, Motivation