Early years education: are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children’s learning

Article

Theodotou, E. 2014. Early years education: are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children’s learning. Research in Teacher Education. 4 (1), pp. 17-21. https://doi.org/10.15123/uel.859y7
AuthorsTheodotou, E.
Abstract

Rewards can reinforce and at the same time forestall young children’s willingness to learn. However, they are broadly used in the field of education, especially in early years settings, to stimulate children towards learning activities. This paper reviews the theoretical and research literature related to intrinsic and extrinsic motivational theory, with particular focus on the concept of rewards, discussing how this theoretical framework explains children’s learning and attitudes. It argues that rewards usually have a detrimental impact on young students’ learning and behaviour but in some cases can contribute beneficially to children’s willingness to learn.

Keywordsearly years education; extrinsic motivation; intrinsive motivation; learning process; rewards
JournalResearch in Teacher Education
Research in Teacher Education
Journal citation4 (1), pp. 17-21
ISSN2047-3818
Year2014
PublisherUniversity of East London, Cass School of Education and Communities
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CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.859y7
Publication dates
Print20 May 2014
Publication process dates
Deposited22 May 2014
Copyright information© The author 2014
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