Extrinsic Learning

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School

Capella University *

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2200

Subject

Psychology

Date

Feb 20, 2024

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docx

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Uploaded by nehpetscott1

One of the challenges that teachers face is how to motivate their students and keep them motivated. Teachers will often use extrinsic motivation in their classrooms. Extrinsic motivation is created within the child’s environment to inspire positive behavior and to continue with that behavior (O’Donnell, Reeve, & Smith, 2012). When a child strives to get an A on their test, turn their homework in on time, and complete their reading assignments due to an external reward from the teacher or to avoid being punished with detention, a phone call home, or a trip to the principal’s office is extrinsic motivation. Students are more likely when given rewards like tokens, food, prizes, and trophies to participate in a task versus students who are not (O’Donnell, Reeve, & Smith, 2012). There is a possible downside to using extrinsic motivation on students. The student may become so focused on getting a reward for a right answer that they may not learn the material on a whole (O’Donnell, Reeve, & Smith, 2012). There is a chance that they may become unable to be motivated to learn without receiving a reward. Using external rewards for an accelerated reading program can cause a child to only focus on receiving the reward. They will not be as interested in absorbing the books material and gaining enjoyment during reading. The goal will be to get as many books that are worth higher points read as quickly as possible to get more rewards. I had a negative experience in school with being offered an external reward for being the top reader in accelerated reading program. I would usually read books for fun and remember the entire book in full. Once offered a special lunch with the teacher for reading the most books on the list I would speed through as many books as I could. I could usually only remember the most basic of information and reading became stressful and I lost enjoyment in reading books on my own. Stephen Scott O'Donnell, A. M., Reeve, J., & Smith, J. K. (2012). Educational psychology: Reflection for action (3rd ed.). Hoboken, NJ: John Wiley.

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