The effects of reward contingency and performance feedback on intrinsic motivation.

93 high school students were offered performance or task-contingent rewards or no reward for doing hidden-figures puzzles. Ss offered performance-contingent rewards all received positive feedback concerning performance, and half the Ss in task-contingent and no-reward conditions received the same positive feedback. Performance-contingent rewards were found to undermine intrinsic motivation more than task-contingent ones, which produced decrements relative to control conditions of no reward, supporting E. Deci's (1972, 1975) control model. Positive feedback enhanced intrinsic motivation; this effect was independent of reward effects. A recall measure indicated that Ss receiving performance-contingent rewards remembered fewer performance-irrelevant details about the task, suggesting that rewards may affect the process of task involvement as well as its motivational outcomes. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-task generalization of intrinsic motivation effects.

Examined whether prior autonomy-supporting (AS) and externally controlling (EC) experiences can affect reactions to new activities (NAs). In Exp 1, 152 university students received self-determining (i.e., AS) pretreatment experience, and EC pretreatment experience, or no pretreatment experience with an initial activity and then received an expected task-contingent reward or an unexpected reward after engaging in an NA. In Exp 2, 53 university students received high competency feedback (i.e., AS) or average competency feedback following performance of an initial activity, and then received an expected or unexpected reward after engaging in an NA. Initial AS experiences produced relatively lower intrinsic motivation to engage in the NAs. Ss' experiences with prior activities interacted with subsequent reward variations to affect their reactions to NAs. Prior AS experienced averted negative motivation effects of expected rewards on NAs, whereas prior EC experienced suppressed subsequent intrinsic motivation. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure.

High and low self-handicappers (as measured by E. E. Jones & F. Rhodewalt's [1982] Self-Handicapping Scale) were asked to play a game of pinball (in a competitive or noncompetitive setting) after they had practiced as much as they wanted on a related task (thus, not practicing could have served as a self-handicap). High self-handicappers who did not practice much became more involved in the game and subsequently reported enjoying the game more than high self-handicappers who practiced a lot. Furthermore, the effects on enjoyment were mediated by task involvement, suggesting that the protection afforded by self-handicapping affects intrinsic motivation by allowing the individual to become absorbed in the activity instead of focusing on performance concerns. Individuals who self-handicap may be providing themselves with the "breathing room" they need to become absorbed in an activity and to experience the activity as enjoyable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance.

Tested the hypothesis that intrinsic motivation would be maintained after receipt of nonthreatening, task-related evaluation and undermined after repeated nonreceipt of feedback or receipt of controlling normative grades. Nine classes comprising 261 6th-grade pupils were randomly assigned to 1 of these 3 feedback conditions and were given 2 interesting tasks, 1 quantitative and 1 qualitative, on 3 sessions over 2 days. The manipulation was applied after Sessions 1 and 2, and no feedback was expected or received after Session 3. Experimental measures consisted of Session 3 performance scores and of the results of a questionnaire, given after Session 3, that tapped interest and patterns of attribution of success and effort. Results confirm the hypothesis and show significant group differences in intrinsic motivation as reflected in both performance and attitudes. It is suggested that intrinsic motivation is not merely a function of collative stimulus properties but depends on the dynamic interaction between the stimulus and the individual (i.e., on the degree to which a task continues to be perceived as challenging and as providing satisfying increments in one's knowledge about one's competence. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of positive and negative self-disclosure and feedback on early group development.

Conducted a group treatment study on 64 female undergraduates that assessed the effects of 2 content domains of structure on early group development. The 2 dimensions were positive and negative valence, and the pretraining tasks were self-disclosure and interpersonal feedback. Both variables were important determinants of group development. Specifically, feedback exercises were consistently associated with more effective modes of interaction than were self-disclosure exercises. Positive tasks were superior to negative tasks, and intermember communication and cohesiveness were greater in sequences in which positive and negative exercises were mixed than in all-positive or all-negative sequences. Results demonstrate the importance of the level of psychological risk and the quality of the interpersonal orientation of structured group exercises. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of positive and negative feedback based on personality and intellectual assessment.

Using a Barnum-effect paradigm, 40 males and 40 females were randomly assigned to take either a test of personality or intellectual functioning and then were delivered either positively or negatively worded feedback purportedly based on the test results. Three dependent measures of the impact of the feedback were employed: (a) self-reported acceptance, (b) desire for further feedback, and (c) recall of feedback. Positive feedback was more accepted than the negative feedback; females as compared to males evidenced less desire for further feedback after receiving negative feedback, while the reverse was true after receiving positive feedback. Overall, the personality feedback as compared to intellectual feedback generated a stronger impact. An explanation for this latter finding is offered, and implications for the clinical setting are discussed. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of self-concept on group member reception of positive and negative feedback.

Examined the effects of valence and self-concept of the receiver on receiver ratings of feedback credibility, desirability, and impact. Data were collected during the 6th wk of counseling groups that met for 2 hrs each week. A total of 30 volunteers participated in the study. Results indicate that positive feedback was perceived as more desirable and impactful than negative feedback; however, no such difference was found for the credibility measure. The only significant difference found in relation to the self-concept variable (Tennessee Self-Concept Scale) was a more favorable desirability rating for negative feedback by high-level self-concept Ss than by medium-level self-concept Ss. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of cooperative and individualistic reward on intrinsic motivation

The effects of cooperative versus individualistic reward on students' intrinsic motivation were investigated. The controlling aspects of extrinsic reward may be heightened or produce greater ego threat in the individualistic situation when compared with a group situation. We predicted that students in the cooperative social situation would show higher levels of intrinsic motivation. Fifth-grade students from existing cooperative groups were assigned randomly to receive a tangible reward based on either cooperative or individualistic achievement for completing pattern block designs. Cooperation affected intrinsic motivation positively. Students in the cooperative dyad solved the block designs more quickly, interacted positively, and viewed the task as easier than did those in the individualistic situation, and they reported that their peers were helpful. There was little evidence that the controlling functions of reward or ego-threat were factors in producing the outcome. Some evidence supporting the importance of the social nature of cooperation was provided.     

Credibility and desirability of positive and negative structured feedback in groups.

Examined 3 different sequences of positive and negative feedback delivered in T groups to 46 undergraduates. The believability and desirability of the feedback, as rated by the Ss who received the feedback, were the main areas of interest. Positive feedback was more desirable and tended to be more believable than negative feedback. Overall, the sequence of negative feedback delivered first, followed by later positive feedback, was more effective than positive feedback followed by negative feedback. A 3rd group, which received a mixture of positive and negative feedback, rated the T group lowest as a learning experience. No significant differences in cohesion resulted from the different feedback conditions. Some implications of these findings for training laboratories and group psychotherapy are discussed. (20 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the independence of positive and negative affect.

Three separate but mutually compatible explanations are offered for N. M. Bradburn's (1969) finding that positive and negative affects are statistically independent: (1) In terms of a higher-order generalization, numbers of experienced desirable and undesirable episodes are generally uncorrelated. (2) The independence is a function of a response mode and scoring procedure that differ from those used elsewhere. (3) Short-term affective states are linked with more stable personality dispositions. 500 undergraduates served as Ss. Findings support each of these explanations: (a) Numbers of desirable and undesirable recent life events were statistically independent and correlated with positive and negative affect in the predicted manner. (b) Amending the response format from counting the number of positive and negative experiences to requiring reports of the proportion of time each was experienced yielded an intercorrelation of –.54 compared to –.01 in the original format. (c) Positive and negative affects were significantly associated with extraversion and neuroticism, respectively, but not with the other dispositional measure. Each explanation had value within 3 different conceptual and methodological frameworks. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement goals and intrinsic motivation.

Two experiments investigated the effects of achievement goals on intrinsic motivation for an enjoyable pinball game. Exp 1 manipulated Ss' performance (demonstrating ability) and mastery (developing one's skills) achievement goals and contrasted them with a neutral control group. Exp 2 replicated Exp 1 and extended it by additionally providing (or not) Ss with positive, goal-relevant feedback. Results were consistent across studies, indicating that individual differences in achievement orientation moderated the influence of achievement goals on intrinsic motivation. Specifically, performance goals enhanced intrinsic motivation for achievement-oriented individuals, whereas mastery goals enhanced interest for those low in achievement orientation. The results were discussed in the context of J. M. Harackiewicz and C. Sansone's (1991) model of intrinsic motivation processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Surveillant intentions and intrinsic motivation.

Alternative predictions about the influence of surveillance on intrinsic motivation were derived from cognitive evaluation and objective self-awareness theories. Adult Ss in Exp 1 were assigned to surveillance conditions that implicated either controlling or noncontrolling surveillant intentions or to no-surveillance conditions. A behavioral measure revealed greater intrinsic motivation in the noncontrolling intention and no-surveillance conditions than in the controlling intention conditions (ps?     

Overjustification and children's intrinsic motivation: Comparative effects of four rewards.

Studied the relative overjustifying effects of various types of rewards on 30 boys' and 30 girls' (mean ages 72.6 and 72.4 mo, respectively) intrinsic motivation. Four reward procedures were examined—tangible, verbal, symbolic, and self-administered symbolic (self) rewards. Ss attempted to solve mazes under 1 of 5 training conditions and were then given a free-play period in which to engage in further maze play or try other materials. Ss receiving tangible rewards and those who self-administered symbolic rewards (self-reward) showed less subsequent intrinsic motivation than Ss in the control, verbal reward, and symbolic reward conditions. Moreover, internal locus-of-control expectancies (Stanford Preschool Internal–External Scale) were inversely related to intrinsic motivation for Ss in the self-reward condition. Results are discussed from 2 perspectives—the intrinsic–extrinsic reward continuum and E. L. Deci's (1975) distinction between the controlling (detrimental) and informational (competence- and motivation-enhancing) aspects of rewards. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Time courses of the negative and positive repetition effects.

Time courses of the negative repetition effect (NRE), a poorer detection of the target in noise-same-as-target than in noise-alternative-target displays, and its opposite, the positive repetition effect (PRE), were examined. Exp 1 showed that displays in which a low-contrast target was present with a high-contrast noise produced a larger NRE than did displays in which a contrast relationship between items was reversed. A negative contrast repetition effect (NCRE) was also found that was comparable to NRE. Exp 2 showed that dimensional Korean letters (e.g., and ) whose configural differences were apparent in orientation produced the largest PRE at a O-msec stimulus onset asynchrony, whereas featural Korean letters (e.g., and ) that differed in the number of elements yielded the largest NRE when a noise letter preceded a target letter by 50 msec. Exps 3A and 3B indicated that the NCRE may arise from spatial attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of praise on children's intrinsic motivation: A review and synthesis.

The authors argue against a purely behavioral definition of praise as verbal reinforcement in favor of the view that praise may serve to undermine, enhance, or have no effect on children's intrinsic motivation, depending on a set of conceptual variables. Provided that praise is perceived as sincere, it is particularly beneficial to motivation when it encourages performance attributions to controllable causes, promotes autonomy, enhances competence without an overreliance on social comparisons, and conveys attainable standards and expectations. The motivational consequences of praise also can be moderated by characteristics of the recipient, such as age, gender, and culture. Methodological considerations, such as including appropriate control groups and measuring postfailure outcomes, are stressed, and directions for future research are highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of positive and negative feedback on reaction time in brain-damaged patients.

Little is known about the impact of feedback on the reaction times (RTs) of brain-damaged (BD) patients. The authors therefore investigated the effect of positive and negative feedback on these patients, using a 4-choice RT task. Participants were 107 BD patients with different etiologies and 50 orthopedic (OG) control patients. Patients were assigned to 3 groups in which performance-independent negative, positive, and no feedback were given. Statistical analysis showed that negative feedback led to significantly shorter RTs in BD patients. Even BD patients with high depression scores were affected by negative feedback. In contrast, negative feedback had no impact on the RTs of the OG controls, and positive feedback had no influence on the RTs of any group. These results raise some interesting questions about motivational processes in BD patients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.

A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewards significantly undermined free-choice intrinsic motivation (d?=?–0.40, –0.36, and –0.28, respectively), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d?=?–0.15, and –0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free-choice behavior (d?=?0.33) and self-reported interest (d?=?0.31). Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tended to be less enhancing for children than college students. The authors review 4 previous meta-analyses of this literature and detail how this study's methods, analyses, and results differed from the previous ones. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in learning from positive and negative probabilistic feedback.

Objective: Past research has investigated age differences in frontal-based decision making, but few studies have focused on the behavioral effects of striatal-based changes in healthy aging. Feedback learning has been found to vary with dopamine levels; increases in dopamine facilitate learning from positive feedback, whereas decreases facilitate learning from negative feedback. Given previous evidence of striatal dopamine depletion in healthy aging, we investigated behavioral differences between college-aged and healthy older adults using a feedback learning task that is sensitive to both frontal and striatal processes. Method: Seventeen college-aged (M = 18.9 years) and 24 healthy, older adults (M = 70.3 years) completed the Probabilistic Selection task, in which participants are trained on probabilistic stimulus-outcome information and then tested to determine whether they learned more from positive or negative feedback. Results: As a group, the older adults learned equally well from positive and negative feedback, whereas the college-aged group learned more from positive than negative feedback, F(1, 39) = 4.10, p effect = .3. However, these group differences were not due to older individuals being more balanced learners. Most individuals of both ages were balanced learners, but while all of the remaining young learners had a positive bias, the remaining older learners were split between those with positive and negative learning biases (χ2(2) = 6.12, p     

Good looks may help: Effects of helper's physical attractiveness and sex of helper on males' and females' help-seeking behavior.

96 19–21 yr old Ss were asked to solve a detective story and were under the impression that correct solutions could be obtained only after a specified number of preliminary questions were answered correctly. Some of these questions were unanswerable, and Ss could ask another S for help. In line with past research (E. Bercheid and E. Walster, 1974; A. Nadler, see PA, Vol 66:5817; H. Sigall and E. Aronson, PA, Vol 43:8310; S. Stokes and L. Bickman, PA, Vol 54:3045), data indicate that for same-sex others, Ss tended to seek less help from physically attractive than unattractive helpers. In cases of cross-sex helping (a) males sought less help from a physically attractive female than an unattractive female and (b) females sought more help from a physically attractive than an unattractive male. Findings are discussed in terms of a self-presentation approach to interpersonal help-seeking behavior. A model of help-seeking and self-presentation is presented. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)