The Relationship Between Effects of Extrinsic Motivation and Intrinsic Motivation in Children's Educational Development

Jingyi Zhang

doi:10.54254/2753-7048/22/20230335

Research Article

Open access

Published on 20 November 2023

Download pdf

Zhang,J. (2023). The Relationship Between Effects of Extrinsic Motivation and Intrinsic Motivation in Children's Educational Development. Lecture Notes in Education Psychology and Public Media,22,335-340.

Export citation

The Relationship Between Effects of Extrinsic Motivation and Intrinsic Motivation in Children's Educational Development

Jingyi Zhang *^,1,

¹ University of Pennsylvania

* Author to whom correspondence should be addressed.

https://doi.org/10.54254/2753-7048/22/20230335

Abstract

Education stands as a globally paramount subject, a cornerstone of human development and progress. In an increasingly competitive world, parents often grapple with how to instill a genuine love for learning in their children. The notion of extrinsic and intrinsic motivation in children’s educational development presents a compelling avenue for exploration. it’s essential to delve into the intricate interplay between these two types of motivation, shedding light on their effects and implications. As parents and educators navigate the realm of children’s education, a nuanced understanding of motivation is paramount. Extrinsic motivation, with its assortment of verbal and tangible rewards, can be a potent tool to catalyze learning engagement. However, the potential risks of dampening intrinsic motivation must be approached with caution. Striking a balance between extrinsic incentives and the inherent joy of learning is crucial for nurturing well-rounded, intrinsically motivated learners. The intricate interplay between extrinsic and intrinsic motivation underscores the need for a holistic approach—one that encourages a genuine passion for knowledge while harnessing the positive aspects of rewards. In the pursuit of optimal educational development, acknowledging and harmonizing these motivational dynamics is an essential step toward fostering lifelong learners poised for success in an ever-evolving world.

Keywords

motivation, mindfulness, behavior control, educational development

View pdf

References

[1]. Byrnes, J. P. (2021). Cognitive development for academic achievement: Building Skills and motivation. The Guilford Press.

[2]. Aronson, J., & Aronson, E. (2020). Readings about the social animal. New York, NY: Worth.

[3]. Deci, E. L., & Ryan, R. M. (1985). Cognitive evaluation theory. In Intrinsic motivation and self-determination in human behavior (pp. 43-85). Springer, Boston, MA.

[4]. Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of educational research, 71(1), 1-27. https://doi.org/10.3102/00346543071001001

[5]. Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. science, 326(5958), 1410-1412. DOI: 10.1126/science.1177067

[6]. Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835–847. https://doi.org/10.1037/0012-1649.35.3.835

[7]. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325–346. https://doi.org/10.1207/s15326985ep2603&4_6

[8]. Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students academic self‐efficacy, engagement, and intrinsic motivation. Educational psychology, 30(1), 53-74. https://doi.org/10.1080/01443410903353302

[9]. Ames, C., de Stefano, L., Watkins, T., & Sheldon, S. (1995). Teachers’ school-to-home communications and parent involvement: The role of parent perceptions and beliefs (Rep. No. 28). East Lansing, MI: ERIC Document Service No. ED383451, Center on Families, Communities, Schools, and Children’s Learning, Michigan State University.

[10]. Carton, J. S. (1996). The differential effects of tangible rewards and praise on intrinsic motivation: A comparison of cognitive evaluation theory and operant theory. The Behavior Analyst, 19(2), 237-255.https://doi.org/10.1007/BF03393167

[11]. Cameron, J., & Pierce, W. D. (1996). The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results. Review of educational research, 66(1), 39-51.

[12]. Jeffrey, S. A., & Shaffer, V. (2007). The motivational properties of tangible incentives. Compensation & Benefits Review, 39(3), 44-50.

[13]. Cameron, J., & Pierce, W. D. (1997). Rewards, interest and performance. The Journal of Total Rewards, 6(4), 6.

[14]. Boggiano, A. K., Barrett, M., Weiher, A. W., McClelland, G. H., & Lusk, C. M. (1987). Use of the maximal-operant principle to motivate children’s intrinsic interest. Journal of Personality and Social Psychology, 53(5), 866–879. https://doi.org/10.1037/0022-3514.53.5.866

[15]. Anderson, R., Manoogian, S. T., & Reznick, J. S. (1976). The undermining and enhancing of intrinsic motivation in preschool children. Journal of Personality and Social Psychology, 34(5), 915–922. https://doi.org/10.1037/0022-3514.34.5.915

Cite this article

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About volume

Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities

Conference website: https://www.icgpsh.org/

ISBN：978-1-83558-123-0(Print) / 978-1-83558-124-7(Online)

Conference date: 13 October 2023

Editor：Enrique Mallen, Javier Cifuentes-Faura

Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.22

ISSN：2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open access policy for details).