Reward Contingencies and the Development of Children's Skills and Self-Efficacy
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Dale H. Schunk, Dean (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: This experiment tested the hypothesis that rewards offered for performance attainments during competency development promote children's arithmetic skills and percepts of self-efficacy. Children received didactic instruction in division operations and were offered rewards contingent on their actual performance, rewards for simply participating, or no rewards. Results showed that performance-contingent rewards led to the highest levels of division skill and self-efficacy, as well as the most rapid problem solving during the training program. In contrast, offering rewards for participation resulted in no benefits compared with offering no rewards. The findings suggest caution in how rewards are distributed in educational contexts.
Reward Contingencies and the Development of Children's Skills and Self-Efficacy
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Created on 2/25/2011
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Additional Information
- Publication
- Journal of Educational Psychology, 75, 511-518.
- Language: English
- Date: 1983
- Keywords
- Incentives, Children, Education, Motivation, Skill development, Self-efficacy