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Rewards and Motivation (Via Self-Determination)

Information: This article is written by Dr Nathanson (a Yale researcher focusing on social and emotional learning). Dr Nathanson has been retained by Carrot Rewards to provide information to teacher’s considering rewards.

By definition, rewards are external, something that is given in return for a successful action or behaviour. In a school context, rewards may include a good grade or a sticker for a creative essay. What about the things a person experiences after a success that come from within instead of from an outside source? Feelings such as self-confidence and hubris may arise after completing that same creative essay. Those feelings may also arise after receiving the sticker for the essay. Internal or external, feelings or rewards that occur after a desired behaviour relate to motivation.

Shifting the conversation to motivation; researchers Ryan and Deci’s theory (Self-Determination Theory) conceptualise a motivation continuum that includes both extrinsic and intrinsic motivation. Self-Determination Theory acknowledges that intrinsic motivation is not the only desired outcome. In many cases, and especially in education, rewards that foster extrinsic motivation serve as a catalyst for action. When you place rewards systems in the context of this theory, some clear guidelines emerge.

Guidelines for Effective Rewards Systems

Teachers can do several things to establish an effective rewards system in their classrooms or schools:

• Use rewards as part of a system. Establish a plan and use rewards consistently. Teachers may surprise students but the ‘surprise’ needs to be strategic and fit into the overall system.

• Set clear criteria for earning rewards. Rewards work best when they are used for meaningful accomplishments, which vary depending on your students. Teachers know their students best and can associate rewards with goals that challenge their students.

• Use rewards progressively, in ways that build students’ intrinsic motivation. Students become more self-regulated as opposed to externally regulated (by means of rewards). Learning becomes the primary focus and external rewards become less important to students’ engagement in school.

For more information about Self-Determination Theory, Ryan, and Deci, visit http://www.psych.rochester.edu/SDT/.