The effects of reward contingency and type of learning experience on intrinsic motivation.
Item
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Title
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The effects of reward contingency and type of learning experience on intrinsic motivation.
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Identifier
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AAI9020808
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identifier
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9020808
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Creator
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Shiffman-Kaufman, Susan Ellen.
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Contributor
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Adviser: Barry Zimmerman
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Date
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1990
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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This study examined the effects of various reward contingencies and type of learning experience on intrinsic motivation using a modeling paradigm. Two independent variables were studied: reward contingency (performance reward, task reward, no reward, and performance reward control) and type of learning experience (direct learner, vicarious learner). Five intervening variables were investigated: self-perception of competence, perception of self-determination, task difficulty, task interest, and comparability to the model. Two dependent variables were measured: intrinsic motivation in the form of free choice time spent on the target activity and the number of puzzles assembled. Jigsaw puzzles served as the target activity, and drawing materials, story books, and activity books were studied as alternative activities. The study consisted of four phases: a pretest phase, a treatment phase, a posttest phase, and a delayed posttest phase. The subjects were 160 fifth graders from a suburban school district. Subjects were tested in same sex pairs in only the pretest and treatment phases. In the posttest and delayed posttest phases, subjects were tested individually.;It was hypothesized that children rewarded for performing the puzzle task to a predetermined criterion would more frequently select puzzles during free choice time than children rewarded for mere task engagement (spending a specific amount of time on the task). It was also hypothesized that the effects for vicarious learners would parallel those of direct learners, if the vicarious learners rate themselves as highly comparable to the model. It was further hypothesized that the self-perceptions and task perceptions of the children would be closely related to and predictive of intrinsic motivation.;It was found that vicarious learners performance not only paralleled that of direct learners, but was higher. Interest in the task was predictive of performance, as well as perceptions of task difficulty and self-efficacy judgments.;This study demonstrated that differences in cognitive processes are important variables which are predictive of children's intrinsic motivation.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
