Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again

By Edward L. Deci, R. Koestner, Richard M. Ryan. 2001

1,673 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ddc2022f341ccaf95a393d96e6e265c8921e28c6

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Studying Gamification: The Effect of Rewards and Incentives on Motivation (2015, neutral): “…reading can be found elsewhere Ryan & Deci, 2000b and Vassileva, 2012 ) G. Richter et al. (Bostan, 2009 ; Deci, 1972 ; Deci et al., 1999 ; Deci, Koestner, & Ryan, 2001 ; Garris et al., 2002 ; Malone, 1981 ; Raban & Harper, 2008 ; Rieber, 1996 ; Ryan & Deci, 2000a , 2000b ; Vassileva,…”
Gamification and student motivation (2016, background): “However, learner engagement needs to be understood in terms of both internal and external motivation (Deci, Koestner, & Ryan, 2001).”
Motivational Profiles of Adult Learners (2017, background): “As stated by SDT, when individuals are given (or expect) rewards for the performance of an activity, the reward becomes the main focus and they lose interest in the activity itself (Deci et al., 2001).”
Incentives and their dynamics in public sector performance management systems (2010, background): “Meta-analyses by Deci, Koestner, and Ryan (2001) report mixed findings on the effects of performance incentives, depending on the scale of rewards and competition for them, the extent to which they limit autonomy, and the level of difficulty in meeting performance goals.”
Gamification of health professions education: a systematic review (2020, background): “This is also called the over-justification effect (Deci et al. 1999, 2001; Hanus and Fox 2015; Landers et al. 2015; Lepper et al. 1973).”
Gamification for Engaging Computer Science Students in Learning Activities: A Case Study (2014, background): “Whereas some authors argue that extrinsic rewards have negative effects on students’ self-motivation to learn [29], others claim that the risks are minimised once”
The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation (2010, background): “Within this framework, the importance of social environments is also recognised, as they can either enhance or hinder intrinsic motivation (Ryan & Deci, 2000b ) based upon the interpersonal context in which rewards are delivered (Deci, Koestner, & Ryan, 2001 ).”
Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. (2013, background): “…it possible to cover the whole range of grades, even negative ones generating an experience widespread in the real world and likely because only partial or no rewards are received, to negatively impact intrinsic motivation (Deci et al., 1999a, 1999b, 2001; Pritchard, Campbell, & Campbell, 1977).”