Promoting Performance and Motivation through a Combination of Intrinsic Motivation Stimulation and an Extrinsic Incentive

Autor/inn/en	Wijsman, Lindy A.; Saab, Nadira; Schuitema, Jaap; van Driel, Jan H.; Westenberg, P. Michiel
Titel	Promoting Performance and Motivation through a Combination of Intrinsic Motivation Stimulation and an Extrinsic Incentive
Quelle	In: Learning Environments Research, 22 (2019) 1, S.65-81 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wijsman, Lindy A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-018-9267-z
Schlagwörter	Secondary School Students; Student Motivation; Rewards; Grade 7; Grade 8; Grade 9; Performance; Self Esteem; Well Being; Talent Development; Program Effectiveness; Age Differences; Intervention + Suchen Sie Ihr Suchwort? Sekundarschüler; Schulische Motivation; Reward; Belohnung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Achievement; Leistung; Self-esteem; Selbstaufmerksamkeit; Well-being; Wellness; Wohlbefinden; Begabtenförderung; Talentförderung; Age; Difference; Age difference; Altersunterschied
Abstract	During the early stages of secondary education students' motivation and performance levels decline. This study employed a case study approach to evaluate a learning environment called GUTS; Differentiated Challenging of Talent in School. GUTS was specifically designed to raise performance and motivation through a combination of (a) talent lessons as an intrinsic motivator and (b) a higher promotion standard as an extrinsic incentive. Participants were 156 students who started secondary education in grade 7 in school year 2013/2014, and participated in GUTS for three successive school years. Performance and motivation measures were longitudinally collected between grades 7 and 9 and were analysed in comparison to previous cohorts of students at the same school and students at other schools. Additionally, measures of well-being and self-esteem were included to explore possible collateral effects of the intervention. The GUTS cohort displayed generally higher levels of performance and motivation than the comparison groups. However, the GUTS cohort still showed the decline of performance and motivation between grades 7 and 9 that was also observed in the comparison groups. This study showed that performance and motivation levels were increased without collateral damage to the students' overall sense of well-being and self-esteem, while GUTS was not a strong enough intervention to counter the motivation and performance decline over time. Possible reasons for the persistent decline of student performance and motivation are discussed in terms of various factors at the level of GUTS, the educational context and the needs of the developing adolescent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01