This article explores the influence of extrinsic rewards on children’s learning and play, with a specific focus on the study “Undermining children’s intrinsic interest with extrinsic reward: A test of the ‘overjustification’ hypothesis” by Lepper, Greene, and Nisbett (1973)[1]Lepper, M. R., Greene, D., and Nisbett, R. E. (1973) Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of … Continue reading. Drawing on empirical evidence and psychological theories, we examine the study’s findings that highlight the potential negative consequences of using rewards to motivate children’s behaviour. Additionally, we discuss strategies for breaking the cycle of instant gratification and propose alternative approaches to educate and nurture young learners.
Introduction
In the realm of education and child development, the study “Undermining children’s intrinsic interest with extrinsic reward: A test of the ‘overjustification’ hypothesis” conducted by Lepper, Greene, and Nisbett (1973) has been instrumental in shedding light on the impact of extrinsic rewards on children’s learning and play. This article aims to academically explore the findings of the study, particularly focusing on the link between extrinsic rewards, dopamine release, and the potential undermining of intrinsic motivation in young learners.
The Influence of Extrinsic Rewards
Lepper, Greene, and Nisbett’s (1973) study investigated the consequences of rewarding young children for their drawing abilities. The researchers divided the children into three groups: one group received no rewards, another group received expected rewards, and a third group received unexpected rewards. The results demonstrated that the group receiving expected rewards displayed a decline in drawing frequency once the rewards were removed. This phenomenon highlights the potential negative impact of extrinsic rewards on children’s intrinsic motivation, suggesting that the overjustification of external rewards can diminish the enjoyment children experience in learning and play.
Dopamine and Instant Gratification
The release of dopamine, a neurotransmitter associated with pleasure and reward, plays a crucial role in the relationship between extrinsic rewards and children’s behaviour. When children receive rewards, including expected prizes or treats, their brain releases dopamine, creating a positive feeling that reinforces the behaviour. This link between dopamine release and external rewards can create a reliance on instant gratification, potentially diminishing the intrinsic motivation to engage in activities without external reinforcement.
Breaking the Cycle
To break the cycle of instant gratification and foster intrinsic motivation in children’s learning and play, alternative strategies can be implemented. Building on the findings of Lepper, Greene, and Nisbett’s (1973) study, here are a few suggestions:
- Emphasize intrinsic motivation: Encourage children to engage in activities for their inherent enjoyment rather than for external rewards. Highlight the process, progress, and personal satisfaction derived from their efforts, fostering a sense of autonomy and mastery.
- Provide autonomy and choice: Allow children to have a say in their learning and play experiences. Providing options and involving them in decision-making processes can enhance their sense of ownership and intrinsic motivation.
- Nurture curiosity and creativity: Cultivate an environment that promotes curiosity, exploration, and creativity. Encourage open-ended play and activities that stimulate imagination, allowing children to develop intrinsic motivation through self-expression.
- Foster a growth mindset: Teach children about the concept of a growth mindset, emphasizing the value of effort, resilience, and learning from mistakes. By embracing challenges and valuing progress, children can develop a sense of intrinsic motivation driven by personal growth.
The study “Undermining children’s intrinsic interest with extrinsic reward: A test of the ‘overjustification’ hypothesis” by Lepper, Greene, and Nisbett (1973) provides valuable insights into the impact of extrinsic rewards on children’s learning and play. By understanding the role of dopamine and breaking the cycle of instant gratification, educators and parents can adopt alternative strategies that prioritize intrinsic motivation, autonomy, and the joy of learning. By cultivating these approaches, we can nurture learners who are self-driven, curious, and motivated to explore the world around them, ultimately fostering lifelong engagement in learning and play.
It is crucial to acknowledge that extrinsic rewards can still have a place in children’s education, as they can serve as effective short-term motivators or as tools for behaviour management. However, their use should be thoughtful and balanced to avoid undermining intrinsic motivation in the end.
In addition to the strategies mentioned earlier, it is essential to create a supportive learning environment that recognizes and celebrates effort, progress, and personal growth. By providing specific and meaningful feedback, educators and parents can help children develop a sense of competence and intrinsic motivation. Instead of focusing solely on external outcomes, such as grades or rewards, the emphasis should be placed on the intrinsic value of learning itself.
Furthermore, integrating collaborative and cooperative activities into children’s learning and play experiences can enhance their intrinsic motivation. Working together towards a common goal, engaging in meaningful discussions, and experiencing the satisfaction of shared achievements can foster a sense of belonging and intrinsic motivation.
Educators and parents should also consider the role of intrinsic rewards, such as a sense of accomplishment, pride, or fulfilment, in promoting long-term engagement. By highlighting the intrinsic rewards associated with learning and play, children can develop a deeper appreciation for the inherent value of these activities. Ultimately, breaking the cycle of extrinsic rewards and instant gratification requires a shift in mindset. It necessitates a focus on holistic development, fostering a love for learning and nurturing intrinsic motivation. By combining the knowledge from studies like Lepper, Greene, and Nisbett’s (1973) with these alternative strategies, educators and parents can create an environment that encourages children to become self-motivated, curious, and lifelong learners.
Conclusion
The influence of extrinsic rewards on children’s learning and play is a complex topic with important implications for their intrinsic motivation. The study by Lepper, Greene, and Nisbett (1973) provides valuable insights into the potential negative consequences of overjustification with extrinsic rewards. By understanding the role of dopamine and breaking the cycle of instant gratification, educators and parents can adopt alternative approaches to educate and nurture young learners. By emphasizing intrinsic motivation, autonomy, and the joy of learning, and by providing meaningful feedback, fostering collaboration, and highlighting intrinsic rewards, we can create an environment that supports long-term engagement and genuine love for learning and play in children.
Web source: https://doi.org/10.1037/h0035519
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References
| ↑1 | Lepper, M. R., Greene, D., and Nisbett, R. E. (1973) Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), pp. 129-137. |
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