Extrinsic Reinforcement in the Classroom: Bribery or Best Practice

Autor/inn/en	Akin-Little, K. Angeleque; Eckert, Tanya L.; Lovett, Benjamin J.; Little, Steven G.
Titel	Extrinsic Reinforcement in the Classroom: Bribery or Best Practice
Quelle	In: School Psychology Review, 33 (2004) 3, S.344-362 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Reinforcement; Rewards; Student Motivation; Classroom Techniques; Cognitive Psychology; Behavioral Science Research; Meta Analysis + Suchen Sie Ihr Suchwort? Positive Verstärkung; Reward; Belohnung; Schulische Motivation; Klassenführung; Kognitive Psychologie; Meta-analysis; Metaanalyse
Abstract	The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. Some theorists have cautioned against the use of reward, whereas others have found little, if any, detrimental effect. This article examines the debate with an emphasis on data-based findings. The extrinsic/intrinsic dichotomy is explored along with seminal studies in both the cognitive and behavioral literatures. The results from important meta-analytic studies are presented. From this review, it is concluded that little detrimental effect is found with the use of external reinforcement. Readers are given specific recommendations on the appropriate use of reinforcement programs in educational settings. (Author).
Anmerkungen	National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10