Are Reward Systems Killing Student Motivation?

Main points:

• • • External reward systems are popular methods for increasing student motivation.  In the short term, these types of rewards can be effective.

• • • The drawbacks of external rewards are often overlooked and some research suggests that extrinsic motivation can harm intrinsic motivation.

• • • If the ultimate goal is intrinsically motivated students, teachers can design classroom experiences that specifically support intrinsic motivation.  This article shares six conditions for intrinsic motivation.

My wife, Amanda, and I have always enjoyed taking walks together.  Besides the exercise and fresh air, we use the time to reconnect away from distractions.

Then, a few months ago, I started wearing a watch to track exercise.  

At first, it was fun! 

The watch awarded fitness points based on distance and pace.  We would meet our weekly goals and try to exceed them the following week.   But one evening, the watch battery needed a charge.  OK, no watch that day.

Amanda and I noticed an interesting psychological phenomenon: The watch had subtly undermined our original motivation for walking. It felt like we wouldn’t “get credit” without the watch on my wrist.

“Maybe we should skip the walk today?” we half-joked. 

We took the walk anyway – without the watch – and talked about how the external reward system had changed our motivation to participate in a cherished activity.

Do external reward systems similarly affect student motivation?

Extrinsic Motivation

Extrinsic motivation is when external factors drive behavior. For me, the extrinsic motivator is the watch’s point system.

For students, extrinsic motivators are nearly everywhere: points in a grade book, candy, awards, prizes, praise, PBIS “bucks”, negative consequences, and the list goes on…

Intrinsic Motivation

Intrinsic motivation is the internal drive to complete an activity because it is fun, interesting, or personally fulfilling. My intrinsic motivation for walking is enjoyment, personal connection, and physical health.

Intrinsic motivators for students include curiosity, challenge, fun, and the inherent pleasure of discovery.

Intrinsic > Extrinsic?

Well-regarded research by Edward Deci and Richard Ryan, the originators of Self-Determination Theory, suggests that extrinsic rewards can undermine intrinsic motivation.

One last connection to my walking example: The external reward (fitness points) did indeed negatively impact our internal motivation to take a walk – an effect known as crowding out.

However, numerous studies refute the simplified notion that external rewards are harmful. If you want to learn more, check out this, this, this, and this source on the complex interplay between intrinsic and extrinsic motivation.

Research on motivation remains unclear.

So, what does it all mean for new teachers?

Student Motivation: Takeaways for New Teachers

Since new teachers are often encouraged to enact some type of external reward system, it’s useful to understand the implications:

Pros of External Reward Systems

• • Familiar to students and teachers.
  • Can be effective in the short-term.
  • A reward may provide a student with an entry point (aka “carrot”) into an otherwise uninteresting learning task.
  • As teachers, we often need something…(anything!) to help get a handle on a challenging student or class. In moderation, external rewards provide that tool.

Cons of External Reward Systems

• • Can undermine intrinsic motivation by signaling that an activity isn’t worth doing without the external reward.
  • Rewards lose value over time, leading to either an increase or removal of the reward – neither option is appealing.
  • Learning becomes transactional. “What do I get if I do this?” or “I’ve done enough to get a C, so I’ll stop here.”
  • Unethical behavior to gain a reward
  • Pressure/anxiety to gain a reward

As author Alfie Kohn wrote: “Do rewards motivate students? Absolutely, they motivate students to get rewards.”

If intrinsic motivation is the ultimate goal, how can teachers support it?

The following six conditions support intrinsic motivation.

Autonomy – a sense of control over one’s learning

Competence – the task isn’t too difficult or too easy

Connection  – a feeling of connectedness to the class community

Interest –  the topic is compelling or framed as such

Enjoyment – the learning activity has elements of fun

Meaning – the work connects to personal goals and values, or to the larger world

More on motivating students in other posts, specifically how new teachers can incorporate these six elements!

For instructional coaches or administrators, check out our PD on the topic of motivation: Motivating Students: Strategies for Instruction, Assessment, and Management.