Use of the maximal-operant principle to motivate children's intrinsic interest.
Use of the maximal-operant principle to motivate children's intrinsic interest.
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利用最大操作原则激发孩子的内在兴趣。
DOI：
10.1037//0022-3514.53.5.866
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发表时间：
1987
影响因子：
7.6
通讯作者：
Lusk,CM
中科院分区：
文献类型：
--
作者：
Boggiano,AK;Barrett,M;Weiher,AW;McClelland,GH;Lusk,CM
本研究检验了这样的假设：与表明有形奖励会降低对愉快学术活动的后续兴趣的理论和研究相反，成年人将奖励视为有效的技术，以最大限度地提高对高和低初始兴趣水平的学术任务的长期和短期后续兴趣。我们前三项研究的结果表明，大学生和家长认为有形奖励比其他控制较少的技术更有效地增强内在动机，并且与其他行为（例如，亲社会行为）相比，更重视对本质上有趣的学术行为的奖励。我们的第四项研究支持这样的假设：成年人不赞成增加内在动机的最小充分性分析，而是更喜欢最大操作原则，其中假设对学术任务产生长期兴趣的可能性随着奖励的大小而正向变化。我们的第五项和第六项研究调查了虚幻相关性作为一种机制，它可能使人们对有形奖励与学术任务的内在兴趣之间假定的正相关关系的信念永久化。
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 (eg, 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.