Relationship between Rewards and Intrinsic Motivation for Learning – Researches Review
Open accessAbstract
In this paper, we review some of the initial researches, conducted during the 70's and later, about the potential role of external rewards on intrinsic motivation for learning. This is considered from different theoretical approaches such as self-determination theory, cognitive approach, attribution theory, general interest theory, behaviorist approach. The review is divided into three parts. Firstly, we review researches related to the effect of external reward on reducing internal motivation for learning and some research which is opposite to them. Secondly, we discuss the benefits of motivation for improving creative achievements. Thirdly, a significant part of this paper refers to analyzing the interests, as a part of students’ intrinsic motivation, which are not given enough attention in literature. Finally, we draw conclusions from the researches review. In the summary, analyzing these early researches, we can say that there is a good evidence that rewards have a strong influence on the students’ motivation for learning and high creative outcomes which is opposite to some initial researches (although this depends on the type of undertaking rewards). Considering these early researches indicates that producing negative effects requires combining specific conditions that are not characteristic for activities in everyday life, especially in school life and the idea that rewards disturb intrinsic motivation of individual requires a more detailed analysis. We believe that rewards are not harmful, which is proved by some researches, and that there is a certain interrelation between external motivators and task-oriented motivation which is confirmed by the cognitive approach. Future researches should be oriented towards the examination of the impact of different types of interests on learning and the variety of personal motives, examining the interactions between motivation and cognitive constructs, but also on how to develop personal interests and motivational constructs.
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There have been indications that reward for participation in psychological studies may negatively influence participants and their motivation to engage with the task at hand.
“There have been indications that reward for participation in psychological studies may negatively influence participants and motivation to engage with the task at hand (Jovanovic & Matejevic, 2014;Sharp, Pelletier, & Levesque, 2006).”
From When ‘negativity’ becomes obstructive: a novel exploration of the two-factor model of the Self-Compassion Scale and a comparison of self-compassion and self-criticism interventions (2020) · cites this paper as Jovanovic & Matejevic, 2014
Section 2 reports a slight decrease in time spent on a task after a reward was given for participating in that task, and discusses possible reductions in intrinsic motivation. It does not establish that rewards for participating in psychological studies have this effect; that is a different condition from rewarding participation in the task itself. (LLM, conf=0.84)
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Intrinsic Rewards and Employee's Performance With the Mediating Mechanism of Employee's Motivation
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“Perceived enjoyment and interactive rewards are essential internal and external motivational factors that have an essential role in in fl uencing students ’ preferences and behaviors (Jovanovic & Matejevic, 2014).”
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“…when an individual is voluntarily involved in a task or an activity without any external forces or under duress, he/she is acting of his/her own volition or has an intrinsic motivation (DePasque & Tricomi, 2015; Jovanovic & Matejevic, 2014; Negovan, Sterian & Colesniuc, 2015; Ryan & Deci 2000a).”
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“The attribution theory argues that rewarding individuals for engaging in a certain behavior drives them to attribute their behavior to external rewards rather than to their inner interests in this behavior [50].”
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“In the extant literature, as a critical element for success, motivation is often considered an intrinsic drive for behaving or acting in a specific manner (Jovanovic and Matejevic, 2014).”
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“Furthermore, Jovanovica & Matejevic (2014) affirm that external and internal motivation improve students’ creative achievement.”
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“Students who have a higher level of intrinsic motivation are more likely to persist in engaging with complex problems and to gain knowledge from their slips and mistakes (Jovanovic and Matejevic, 2014).”
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“The third approach was also successful because our instructor found that rewards have an influence on participants’ motivation for engaging in learning, which is consistent with the findings of a previous literature review [34].”
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“Jovanovic and Matejevic (2014) state that if salary rises above the subsistence level, employees are more influenced by internal factors of motivation (intrinsic reward), such as internal satisfaction from the results of work, self-realisation, professional growth and education, prestige of the…”
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“To trigger their enthusiasm in participating in our training, there are reward schemes for the best and most active participants (Jovanovic & Matejevic, 2014).”
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Students' and Teachers' Perception on Reward in Online English Teaching Context
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“These external incentives, when combined with strong personal interests, can create a powerful motivational force that drives students to actively engage in their learning process and strive for academic success (Jovanovic & Matejevic, 2014).”
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“Previous studies suggested that awarding bonus points would have a positive impact on students’ learning motivation [13].”
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“As suggested in Jovanovic and Matejevicb [33], some level of extrinsic motivation over time may be necessary to restore and continue activity, even if there was no need for external motivators at first.”
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“Some are writing about management believes extrinsic rewards decrease intrinsic motivation (e.g., Cerasoli et al., 2014; Jovanovic & Matejevic, 2014).”
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“Sedangkan penelitian yang dilakukan oleh Cools, Vanderheyden, & Backhaus (2014), Jeffrey & Zein (2017), Sulisworo & Suryani (2014), Jovanovic & Matejevic (2014), dan Harun, Yusof, Jamaludin, & Hassan (2012) yang meneliti tentang pengaruh motivasi terhadap hasil belajar, dengan hasil penelitian yang…”
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“Furthermore, several studies show that differential reward magnitudes impact motivation and attention (reviewed by Jovanovic and Matejevic, 2014).”
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“Similarly, in educational settings, extrinsic rewards often lead to transactional mindsets, where tasks are seen as obligations rather than opportunities for personal growth (Jovanovic & Matejevic, 2014).”
The limitations of automatically generated curricula for continual learning
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“In literature, motivation has been reported as a key element for students' success in learning and people working, so motivation is often considered as an inner drive for acting or in a certain manner (Jovanovica & Matejevic, 2014).”
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“Latent Construct Indicators Reward System (X) referring to (Jovanovic & Matejevic, 2014).”
Editorial: New challenges and future perspectives in motivation and reward
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“While many researchers found that negative academic performance is associated with external motivators, Jovanovic and Matejevic (2014) and Rehman and Haider (2013) agree that there are particular forms of external incentives that complement intrinsic motivations and produce greater effectiveness of…”
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“This enhances learning performance (Jovanovic & Matejevic, 2014) and gradually fosters interest in the learning task while alleviating learning anxiety (Zamani & Pouratashi, 2018).”
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“…diterapkan dengan tepat, reward tidak hanya meningkatkan motivasi, tetapi juga mendukung perkembangan keterampilan berpikir dan kreativitas siswa (Jovanovic & Matejevic, 2014) Guru dapat menggunakan hadiah sebagai penguat ekstrinsik untuk mendorong prestasi dan mempertahankan motivasi belajar…”
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“To quote Jovanovic & Matejevic (2014), motivation has an interdependent relationship with learning.”
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“Another study conducted by Jovanovic and Matejevic (2014) found a statistically significant relationship between students’ learning and their intrinsic motivation.”
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“Мотивацию рассматривают как ключевой элемент успеха студентов во время обучения и деятельности, внутренний стимул поведения или действий определенным образом (Jovanovic & Matejevic, 2014).”
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- Authors
- Jovanovic, D., & Matejevic, M.
- Venue
- Procedia - Social and Behavioral Sciences
- Publisher
- Elsevier BV
- Published
- 2014-09
- Volume
- 149
- Pages
- 456-460
- ISSN
- 1877-0428 (ISSN-L)
- OpenAlex
- W2030305656
- Cited by
- 70
- References
- 18
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 8 · 2023: 14 · 2022: 11 · 2021: 11 · 2020: 6 · 2019: 4 · 2018: 1 · 2017: 4 · 2016: 1 · 2015: 1
- FWCI
- 3.27
- Type
- conference paper
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Procedia - Social and Behavioral Sciences (publishedVersion, cc-by-nc-nd)
- Funders
- Ministarstvo Prosvete, Nauke i Tehnološkog Razvoja (179002, 179074)
- Science and Engineering Research Board
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Keywords
- extrinsic rewards, intrinsic motivation, student motivation, self-determination theory, attribution theory, behaviorism, creativity, student interest
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