Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators

By J. Cameron, W. D. Pierce, Katherine M. Banko, Amber Gear. 2005

172 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9801e3e25d48eea18b3836df735085383f45acde

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance. NBER Working Paper No. 18165. (2012, unknown): “In such cases, there is the notion that extrinsic rewards can actually be used to foster intrinsic motivation and habit formation (Cameron et al., 2005; Pierce et al., 2012; Bettinger, 2012).”
Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. (2013, background): “…of the literature on grading and motivation, as well as providing additional empirical confirmation to the argument that two distinct forms of intrinsic motivation exist (Cameron et al., 2005; Elliot et al., 2000; Ryan, Koestner, & Deci,1991; Wicker, Brown, & Paredes, 1990; Wicker et al., 1990).”
Revisiting the Role of Rewards in Motivation and Learning: Implications of Neuroscientific Research (2016, background): “Among these researchers were Carter et al. (2009), who (as indicated above) found that individuals’ reward sensitivity varied, and such variations modulated their brains’ response to gains and losses.”
The mediating role of positive and negative affect in the situational motivation-performance relationship (2013, unknown): “…(e.g., Amabile 1982; Benware and Deci 1984; Condry 1977; Joussemet and Koestner 1999; Koestner et al. 1984; Lepper et al. 1973; McGraw and McCullers 1979), other research has not found such negative effects (e.g., Cameron et al. 2005; Chantal et al. 1996; KonheimKalkstein and van den Broek 2008).”
Employees' adherence to information security policies: An exploratory field study (2014, background): “[2] found that rewards can be used to increase motivation and performance on tasks that are of low initial interest, but that on high-interest tasks, positive effects are obtained when participants are verbally praised and tangible rewards are offered (explicitly tied to performance standards and su”