Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again
Abstract
The finding that extrinsic rewards can undermine intrinsic motivation has been highly controversial since it first appeared ( Deci, 1971 ). A meta-analysis published in this journal (Cameron & Pierce, 1994) concluded that the undermining effect was minimal and largely inconsequential for educational policy. However, a more recent meta-analysis (Deci, Koestner, & Ryan, 1999 ) showed that the Cameron and Pierce meta-analysis was seriously flawed and that its conclusions were incorrect. This article briefly reviews the results of the more recent meta-analysis, which showed that tangible rewards do indeed have a substantial undermining effect. The meta-analysis provided strong support for cognitive evaluation theory (Deci & Ryan, 1980), which Cameron and Pierce had advocated abandoning. The results are briefly discussed in terms of their relevance for educational practice.
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Grades have been found to decrease intrinsic motivation.
“Indeed, grades have been found to decrease intrinsic motivation (Deci, Koestner, and Ryan 2001;Kohn 1993)”
From Does gradeless learning affect students’ academic performance? A study of effects over time (2024) · cites this paper as Deci, Koestner, and Ryan 2001
Cites
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“The new meta-analysis was published in Psychological Bulletin (Deci et al., 1999).”
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“When children were told they would get a good player award for working on an art activity (Lepper et al., 1973), the reward was engagement contingent.”
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Does gradeless learning affect students’ academic performance? A study of effects over time
Kjærgaard, A., Buhl-Wiggers, J., & Mikkelsen, E. N. (2024) · Studies in Higher Education · doi:10.1080/03075079.2023.2233007 · Cited by 23 · see citing works
“…e ff ect (Dobrow, Smith, and Posner 2011; Pulfrey, Buchs, and Butera 2011), whereas others criticize grades for shifting students ’ focus from an intrinsic motivation for learning to an extrinsic motivation for rewards (Butler 1988; Deci, Koestner, and Ryan 2001; Pulfrey, Darnon, and Butera 2013).”
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- Authors
- Deci, E. L., Koestner, R., & Ryan, R. M.
- Affiliations
- University of Rochester (US)
- McGill University (CA)
- Venue
- Review of Educational Research
- Published
- 2001-03
- Volume
- 71
- Issue
- 1
- Pages
- 1-27
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2160512240
- Cited by
- 1,596
- References
- 7
- Citations by year
- 2026: 33 · 2025: 64 · 2024: 83 · 2023: 82 · 2022: 108 · 2021: 123 · 2020: 101 · 2019: 102 · 2018: 112 · 2017: 91 · 2016: 94 · 2015: 119 · 2014: 86 · 2013: 87 · 2012: 56
- FWCI
- 19.22
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- extrinsic rewards, intrinsic motivation, cognitive evaluation theory, tangible rewards, teaching practice, meta-analysis critique, motivation in education
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