Extrinsic rewards deplete intrinsic motivation for already-motivated activities once the rewards are removed¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Using extrinsic rewards for activities people are already motivated to do undermines motivation when rewards are removed, undermining self-determination. → Angeline S. Lillard 2019

Evidence¶

Angeline S. Lillard 2019¶

Angeline S. Lillard. (2019). Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09483-3

q2 · i? · review · r2

The review reports, citing Deci et al. (1999), that "using extrinsic rewards depletes motivation once the rewards are removed" for already-motivated activities, and that intrinsic motivation is positively related to school performance whereas extrinsic motivation is negatively related.

"if people are already motivated to engage in an activity (as perhaps young children are in school learning), using extrinsic rewards depletes motivation once the rewards are removed"

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — possibly the same claim (merge candidate)
• The article argues extrinsic rewards such as grades can reduce intrinsic motivation and should be phased out — a broader claim this one bears on
• Rewards cause people to lose interest in whatever they were rewarded for doing, undermining intrinsic motivation — a narrower finding that bears on this claim
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — possibly the same claim (merge candidate)
• Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure — related
• Most praise functions as a verbal reward, creating dependence on others' approval rather than self-generated criteria — related
• People offered a reward generally choose the easiest possible task, whereas children without rewards pick tasks just beyond their current ability — related
• Autonomy, meaningful purpose, and interest improve intrinsic motivation and deeper processing — related
• Extrinsic goals are more strongly associated with cheating than intrinsic enjoyment of learning — a narrower finding that bears on this claim
• Extrinsic motivation to please teachers is positively related to intrinsic motivation among Asian American students but negatively among Caucasian students — related
• External rewards can undermine intrinsic motivation for learners who are already motivated — possibly the same claim (merge candidate)
• Most of the 45 reviewed studies report positive gamification effects on motivation and engagement in mathematics; only four report negative effects — related