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THE EFFECTS OF REWARDS AND FEEDBACK ON CHANGES IN CHILDREN'S INTRINSIC MOTIVATION FOR A BALANCING TASK

The primary purpose of this investigation was to examine the effects that various reward/feedback strategies have on changes in intrinsic motivation (persistence on a task) and the subject's self-described interest for a task. Additionally, the interactions of reward/feedback and gender were observed along with the changes in intrinsic motivation and interest during the initial and subsequent free choice observation periods. Male and female subjects (N = 140) were selected after screening for their initial interest on the stabilometer (target task). Subjects were randomly assigned by sex to one of five treatment groups: no reward or control (CL), contingent reward (CT), noncontingent reward (NCT), contingent reward/positive feedback (CTPF), and noncontingent reward/positive feedback (NCTPF). Treatment consisted of ten 30 sec balancing trials on the stabilometer with a 20 sec rest period between each trial. Appropriate rewards and feedback were given upon completion of each even numbered trial. Control subjects received no reward or feedback. / Following treatment, subjects were observed in three posttreatment (initial, 3-week, 6-week) free choice settings. Data were obtained for the dependent measures of persistence (time with target task) and interest. Data were analyzed using a 2 x 5 x 3 ANOVA with two levels for gender, five levels for reward/feedback, and three repeated measures. Analyses of the data revealed that contingent rewards enhanced intrinsic motivation and interest, whereas noncontingent rewards undermined intrinsic motivation and interest. Feedback conditions produced increased intrinsic motivational levels for the CTPF group, while the NCTPF group remained similar to the CL group. Gender differences were not significant on all occasions except for the CTPF group. Interest and intrinsic motivational shifts returned to pretreatment levels by the 6-week posttreatment observation period. Research findings indicated support for Deci's cognitive evaluation theory. / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3662. / Thesis (Ph.D.)--The Florida State University, 1985.

Identiferoai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75703
ContributorsTENNANT, LEO KEITH., Florida State University
Source SetsFlorida State University
Detected LanguageEnglish
TypeText
Format122 p.
RightsOn campus use only.
RelationDissertation Abstracts International

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