CoChat
Sign Up
Cited by 4,170Educational Games and GamificationEducation, Achievement, and GiftednessMotivation and Self-Concept in Sports

Effects of externally mediated rewards on intrinsic motivation.

Deci, Edward L.·1971·Journal of Personality and Social Psychology
DOI 10.1037/h0030644
Open this paper in CoChat — free account

Abstract

El bajo desempeño académico es un problema que puede llegar a convertirse en \nalgo serio a lo largo de la vida académica, profesional y personal. En la población \nmundial y en Colombia, hay premura por mejorar los niveles académicos desde \nhace algunos años. En la institución educativa Álvaro Araujo Noguera (IE AAN) –\nbachillerato, municipio de Astrea, Cesar; ocurre sobre la población de estudiantes \nde grado noveno, área tecnología e informática.\nEsta investigación pretende, con la implementación de una estrategia pedagógica \ngamificada, mejorar la problemática, diagnosticar la situación y evaluar los \nresultados obtenidos. Para ello, se plantea investigar con enfoque mixto y diseño \ntransformativo secuencial. La población intervenida es de 37 estudiantes de un \nmismo grupo. Se inicia con observación, encuesta diagnóstico con preguntas \ncerradas y abiertas, análisis de desempeño académico inicial; continúa la \nintervención, para finalizar con encuesta final, análisis de desempeño académico e \nindicadores, grupo de enfoque, evaluación de la propuesta y análisis final.\nLa propuesta diseñada consiste en campeonatos al estilo deportivo, conformada por \ncuatro equipos que se enfrentan por retos académicos (actividades), que deben \nsuperar bajo ciertas reglas y conseguir la victoria obteniendo mejores puntos (nota) \nque sus rivales. Se usa la plataforma “gestor ligas” y la red social Facebook para \ncomunicación y difusión adicional. Se aplica satisfactoriamente la estrategia\nlogrando mejoras en la motivación y el desempeño académico. Se determina que la \nmotivación escolar es fundamental y que se puede mejorar a niveles personales al \nmanipular las condiciones contextuales, usando gamificación educativa.

Integrity signals

Registry

Crossref · 10.1037/h0030644

Cites

21 of 21 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The primary measure of intrinsic motivation, introduced by Deci (1971), is the degree to which participants return to and persist at the target activity during a free-choice period subsequent to the experimental phase.

    “The primary measure of intrinsic motivation, introduced by Deci (1971), is the degree to which participants return to and persist at the target activity during a free-choice period subsequent to the experimental phase.”

    From A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. (1999) · cites this paper as Deci (1971)

  • From the time of the first intrinsic motivation experiment (Deci, 1971), there has been evidence that recipients experience verbal rewards (i.e., positive feedback) differently from tangible rewards.

    “From the time of the first intrinsic motivation experiment (Deci, 1971), there has been evidence that recipients experience verbal rewards (i.e., positive feedback) differently from tangible rewards.”

    From A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. (1999) · cites this paper as Deci, 1971

  • There is a large literature in social psychology on crowding out of intrinsic motivation by extrinsic incentives that calls the exogeneity assumption into question.

    “In social psychology there is a large literature on the crowding out of intrinsic motivation by extrinsic incentives that calls the exogeneity assumption into question (e.g., Deci 1971; Kruglanski, Friedman and Zeevi 1971; Lepper, Greene and Nisbett 1973; Deci and Ryan 1985; Deci, Koestner and Ryan 1999).”

    From Psychological foundations of incentives (2002) · cites this paper as Deci 1971

  • In Deci (1971), treatment subjects spent 50 seconds less on puzzle solving in phase 3 compared to phase 1, while control subjects spent 28 seconds more.

    “While in the treatment condition the subjects spent 50 seconds less on puzzle solving in phase 3 compared to phase 1, in the control condition the subjects spent 28 seconds more in phase 3.”

    From Psychological foundations of incentives (2002) · cites this paper as Deci 1971

  • The literature claims that introduction of monetary rewards decreases task-specific intrinsic motivation under identifiable conditions.

    “This literature claims that the introduction of monetary rewards decreases task-specific intrinsic motivation under identifiable conditions.”

    From Psychological foundations of incentives (2002) · cites this paper as Deci 1971

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Deci, E. L.
Affiliations
University of Rochester (US)
Corresponding author
Deci, Edward L.
ORCID
Deci, Edward L.
Venue
Journal of Personality and Social Psychology
Publisher
American Psychological Association (APA)
Published
1971-04
Volume
18
Issue
1
Pages
105-115
ISSN
  • 0022-3514 (ISSN-L)
  • 1939-1315
DOI
10.1037/h0030644
OpenAlex
W2071464654
Cited by
4,170
References
21
Citations by year
2026: 85 · 2025: 141 · 2024: 147 · 2023: 188 · 2022: 177 · 2021: 177 · 2020: 238 · 2019: 257 · 2018: 180 · 2017: 187 · 2016: 223 · 2015: 190 · 2014: 212 · 2013: 160 · 2012: 167
FWCI
12.87
Type
journal article
Language
en
Open access
closed
Locations
Journal of Personality and Social Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords
gamification, educational gamification, intrinsic motivation, extrinsic rewards, academic performance, academic motivation, ninth grade students

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review