Should Rewards and Punishments Be Used to Motivate Students’ Learning?
3) Should rewards and punishments be used to motivate students’ learning?
I believe that rewards and punishments do play a key part in sustaining children’s interest and motivation to learn. However, I feel there are other key factors and methods that could be used to greater effect and am inclined to disagree with the question at hand.
a) There are many educational theories on the topic of motivation but I believe the Self-Determination and Self-Efficacy theories cover some key aspects that deserve to be mentioned.
The Self-Determination theory, in a nutshell, discusses the extent to which people validate their actions upon reflection and engage in them willingly. It assumes that every individual seeks personal development and undertakes challenges to build up their self-esteem (Rochester, 2008). According to Eggen and Kauchak, learners have three ‘innate psychological needs: competence, autonomy and relatedness’. The need for competence suggests that learners have to feel confident in their ability to match up with their peer’s performances, with determining factors like praise and attributional statements regarding the reasons for their performance. The need for autonomy basically talks about learners wanting to feel in control over their learning environment; this can be achieved by pushing them to be committed to their goals and providing detailed feedback after assessments. Finally, the need for relatedness stems from learners wanting assurance with regards to their relationships with the people around them and feeling deserving of care and respect. (Eggen & Kauchak, 2007)
The Self-Efficacy theory is similar to the Self-Determination theory in certain aspects; basically, it focuses on learners’ confidence in their capability to achieve success, which in turn determines how you tackle challenges. (Wagner, 2008) The four factors influencing self-efficacy are past performance, modelling, verbal persuasion and psychological state. Past performances, the
I believe that rewards and punishments do play a key part in sustaining children’s interest and motivation to learn. However, I feel there are other key factors and methods that could be used to greater effect and am inclined to disagree with the question at hand.
a) There are many educational theories on the topic of motivation but I believe the Self-Determination and Self-Efficacy theories cover some key aspects that deserve to be mentioned.
The Self-Determination theory, in a nutshell, discusses the extent to which people validate their actions upon reflection and engage in them willingly. It assumes that every individual seeks personal development and undertakes challenges to build up their self-esteem (Rochester, 2008). According to Eggen and Kauchak, learners have three ‘innate psychological needs: competence, autonomy and relatedness’. The need for competence suggests that learners have to feel confident in their ability to match up with their peer’s performances, with determining factors like praise and attributional statements regarding the reasons for their performance. The need for autonomy basically talks about learners wanting to feel in control over their learning environment; this can be achieved by pushing them to be committed to their goals and providing detailed feedback after assessments. Finally, the need for relatedness stems from learners wanting assurance with regards to their relationships with the people around them and feeling deserving of care and respect. (Eggen & Kauchak, 2007)
The Self-Efficacy theory is similar to the Self-Determination theory in certain aspects; basically, it focuses on learners’ confidence in their capability to achieve success, which in turn determines how you tackle challenges. (Wagner, 2008) The four factors influencing self-efficacy are past performance, modelling, verbal persuasion and psychological state. Past performances, the
References: Berk, L. E. (1999). Infants, children and adolescents. Massachusetts: Allyn and Bacon. Divaharan, S., & Wong, A. F. (2008). Delivering and managing whole class teaching. In C. L. Quek, M. Y. Tay, & A. F. Wong, Engaging and managing learners: Practitioners ' perspectives (pp. 84-104). Singapore: Prentice Hall. Eggen, P., & Kauchak, D. (2007). Educational psychology: Windows on classrooms. New Jersey: Pearson Prentice Hall. Forsyth, G. A., Forsyth, P. D., Schickedanz, D. I., & Shickedanz, J. A. (2001). Understanding children and adolescents. Massachusetts: Allyn & Bacon. Hierarchy of needs. (2007). Retrieved November 4, 2008, from Abraham Maslow: Father of modern management: http://www.abraham-maslow.com/m_motivation/Hierarchy_of_Needs.asp Lim, L., Thaver, T., & Slee, R. (2008). Exploring disability in Singapore: A personal learning journey. Singapore: McGraw-Hill Education (Asia). Rochester, F. a. (2008, October 16). Self-Determination Theory-An approach to human motivation and personality. Retrieved November 1, 2008, from Self-Determination Theory: http://www.psych.rochester.edu/SDT/theory.html Wagner, K. V. (2008). About.com: Psychology. Retrieved November 3, 20008, from What is Self-Efficacy?: http://psychology.about.com/b/2007/04/24/what-is-self-efficacy.htm