Rewarding competence: The importance of goals in the study of intrinsic motivation.

By Judith M. Harackiewicz, Carol Sansone. 2000

88 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9ebed79af83d1fa91e22af4a4a45e67c94a145a9

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Competitively Contingent Rewards and Intrinsic Motivation: Can Losers Remain Motivated? (2003, background): “Counter to our predictions that performance-contingent rewards would be undermining relative to this evaluation-and-positive-feedback control group, Harackiewicz and Sansone (2000) argued that relative to this control group, performance-contingent rewards would enhance intrinsic motivation.”
Intrinsic Motivation and Rewards: What Sustains Young Children's Engagement with Text? (2008, background): “In reviewing the research on rewards and reading, Hidi and Harackiewicz (2000) and Harackiewicz and Sansone (2000) suggested that it may be premature to conclude that when people are intrinsically motivated, tangible extrinsic rewards will be detrimental.”
How Motivation Influences Student Engagement: A Qualitative Case Study. (2012, methodology): “A balanced pedagogical approach in the classroom includes the combination of both types (Harackiewicz & Sansone, 2000; Harackiewicz & Hidi, 2000; Hidi, 2000; Lepper & Henderlong, 2000; Williams, & Williams, 2011).”
Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, background): “It is possible that stereotype threat influences both behavioral actions and phenomenological experiences during performance in a reciprocal feedback loop making it necessary to examine the relationship among the process variables (e.g., Cury et al., 2002; Harackiewicz and Sansone, 2000).”
Interest and Identity Development in Instruction: An Inductive Model (2009, unknown): “…(Bandura & Schunk, 1981; Wigfield & Eccles, 2002), self-concept of ability (Denissen, Zarrett, & Eccles, 2007; Eccles et al., 1993), competence (Harackiewicz & Sansone, 2000; Sansone & Thoman, 2006), and a sense of possibility about their own involvement (Husman & Lens, 1999; Markus & Nurius,…”
Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation. (2012, background): “Literature in motivation and goal theory suggests that competence‐related feedback influences students’ goal adoption, motivation and self‐regulatory behaviour (Harackiewicz & Sansone, 2000 ; Molden & Dweck, 2000 ).”
A Model of Future-Oriented Motivation and Self-Regulation (2004, background): “The operation of each of these components hinges on the existence of what Harackiewicz and Sansone (1991, 2000) called a “target goal.””
Motivating the Academically Unmotivated: A Critical Issue for the 21st Century (2000, result): “However, Hidi (2000) has argued that, notwithstanding the compelling results of Deci et al.”
When Academic Achievement Is an Obligation (2014, background): “As such, extrinsic motivators can simultaneously initiate processes that result in greater intrinsic motivation, such as by motivating individuals to engage in interest-enhancing strategies (Harackiewicz & Sansone, 2000; Sansone & Smith, 2000).”