Extrinsic rewards and intrinsic motivation in education: Reconsidered once again
Extrinsic rewards and intrinsic motivation in education: Reconsidered once again
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DOI：
10.3102/00346543071001001
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发表时间：
2001-03-01
影响因子：
11.2
通讯作者：
Ryan, RM
中科院分区：
文献类型：
--
作者：
Deci, EL;Koestner, R;Ryan, RM
外在奖励会破坏内在动机的发现自首次出现以来一直备受争议（Deci，1971）。发表在这本杂志上的一项荟萃分析（卡梅隆和皮尔斯，1994年）得出结论，破坏性的影响是最小的，在很大程度上是无关紧要的教育政策。然而，最近的一项荟萃分析（Deci，Koestner，& Ryan，1999）表明，卡梅隆和皮尔斯的荟萃分析存在严重缺陷，其结论是不正确的。本文简要回顾了最近的荟萃分析的结果，该分析表明，有形奖励确实具有实质性的破坏作用。元分析为认知评价理论（Deci & Ryan，1980）提供了强有力的支持，卡梅隆和皮尔斯曾主张放弃该理论。结果进行了简要讨论，其相关性的教育实践。
The finding that extrinsic rewards can undermine intrinsic motivation has been highly controversial since it first appeared (Deci, 1971). A meta-analysis published in this journal (Cameron & Pierce, 1994) concluded that the undermining effect was minimal and largely inconsequential for educational policy. However, a more recent meta-analysis (Deci, Koestner, & Ryan, 1999) showed that the Cameron and Pierce meta-analysis was seriously flawed and that its conclusions were incorrect. This article briefly reviews the results of the more recent meta-analysis, which showed that tangible rewards do indeed have a substantial undermining effect. The meta-analysis provided strong support for cognitive evaluation theory (Deci & Ryan, 1980), which Cameron and Pierce had advocated abandoning. The results are briefly discussed in terms of their relevance for educational practice.