Use of the maximal-operant principle to motivate children's intrinsic interest
Bibliographic Data
| ID | 6201384 |
|---|---|
| Authors | Ann K Boggiano (University of Colorado Boulder, corresponding author), Marty Barrett, Anne Wylie Weiher, Gary H Mcclelland (0000-0002-7652-7007), Et Al, Cynthia M Lusk, et al et al |
| Year | 1987 |
| Volume | 53 |
| Issue | 5 |
| Pages | 866-879 |
| Publication date | 1987-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Personality and Social Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-3514 • E-ISSN: 1939-1315 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037//0022-3514.53.5.866 |
| PMID | 3681655 |
| OpenAlex | W2099847897 |
| Language | EN |
| Citations received | 41 |
| References cited | 1 |
The present research examined the hypothesis that in contrast to theory and research indicating that tangible reward decreases subsequent interest in enjoyable academic activities, rewards are perceived by adults as effective techniques to maximize long- and short-term subsequent interest for academic tasks of both high and low initial interest level. The results of our first three studies demonstrated that college students and parents view tangible reward as more effective than other less controlling techniques to enhance intrinsic motivation and value rewards more for intrinsically interesting academic behaviors in comparison with others (e.g., prosocial behaviors). Our fourth study supported the hypothesis that adults do not subscribe to the minimal-sufficiency analysis of increasing intrinsic motivation but prefer a maximal-operant principle in which the likelihood of producing long-term interest in academic tasks is assumed to vary positively with the size of a reward. Our fifth and sixth studies investigated illusory correlation as one mechanism that may perpetuate beliefs about the assumed positive relation between tangible reward and intrinsic interest in academic tasks.
Cognitive psychology · Developmental psychology · Intrinsic motivation · Operant conditioning · Prosocial behavior · Reinforcement · Behavioral Health and Interventions · Creativity in Education and Neuroscience · Education and Critical Thinking Development · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology
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| Unique citing works | 26 |
|---|---|
| Citations per year | 1,11 |
| Citation span | 1989 - 2022 (34) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 40 |