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effects of rewards and incentives on intrinsic motivation of students
Action Research Project by Cassandra Caceres 7021T Fall 2010
Educators must not just inform children about the world, teach them to read, to write, and to do arithmetic. They must also help equip children with the skills needed to participate in adult interactions. This is not done by doling out response-contingent awards. In fact rewards do just the opposite. Response –contingent rewards establish a power hierarchy. Teachers have the power and they use it to get children to comply with their expectations in order to get rewards. Subservience does not develop responsible adults.
(Hall, 2009; Marshall 2005)
Alfie Kohn : Punished by Rewards
Albert Bandura : Self Efficay
“Rewards are every bit as controlling as punishments, even if they control by seduction. If reward recipients feel controlled it is likely that the experience will assume a punitive quality over the long run even though obtaining a reward itself is usually pleasurable (Kohn 1995).”
Self efficacy is defined as peoples beliefs about their capabilities to produce designated levels of performance that exercise influences that affect their lives. A strong sense of self efficacy enhances human accomplishment and personal well being ( Bandura 1994).”
Will administer the same three day Unit ( 3 lessons) to 2 general education Kindergarten classes at Public School X. Class A will receive the promise of a reward in advance as an incentive to cooperate with and participate in the lessons. Class B will receive no promise of a reward or prize only praise and acknowledgement and other non contingent rewards for will be shown for their cooperation. At the end of each lesson Class A will receive the reward which they are to be promised. At the end of the Unit both classes will be assigned a student centered assessment. At this time we will measure and compare the difference in the amount of cooperation received from Class and Class B.
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