Fostering Extrinsic Orientations: Use of Reward Strategies to Motivate Children

The present research examined the hypothesis that subjects prefer controlling strategies, such as reward contingencies, to motivate children over strategies that are less likely to foster an extrinsic motivational orientation. Beliefs about the achievement-related behaviors and personality characteristics of extrinsically and intrinsically oriented children were also investigated to understand the reasons for the adults' apparent preference for extrinsics. To examine these issues, a college-aged and a parent sample were asked to read scenarios describing two elementary schoolchildren who exhibited either an extrinsic orientation toward learning (working to please the teacher) or an intrinsic orientation (approaching learning as an end in itself). The results revealed that, in general, both samples preferred strategies that are more likely to promote an extrinsic orientation than those that are less likely to do so. The data also indicated that the subjects believed that teachers prefer extrinsics to intrinsics and that extrinsics derive more benefit from evaluative feedback. Possible reasons for the perpetuation of such erroneous beliefs and preferences for strategies that have the potential to undermine achievement are discussed.