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
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.
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.
|Keywords||early years education; extrinsic motivation; intrinsive motivation; learning process; rewards|
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||4 (1), pp. 17-21|
|Publisher||University of East London, Cass School of Education and Communities|
|20 May 2014|
|Publication process dates|
|Deposited||22 May 2014|
|Copyright information||© The author 2014|
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