Intrinsic Motivation and Extrinsic Rewards: A Commentary on Cameron and Pierce’s Meta-Analysis

Lepper, Mark R.; Keavney, Mark; Drake, Michael

doi:10.3102/00346543066001005

Cited by 107 publications

(25 citation statements)

References 53 publications

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“…However, they were unclear in explaining the value of that distinction on a phenomenological level. Cameron and Pierce's (1994) meta-analysis has been rebutted by many for lack of methodological rigor, failure to include relevant studies and tendency to ignore important conceptual distinctions (see Deci et al 1999Deci et al , 2001Kohn 1996;Lepper, Keavney, and Drake 1996;Lepper, Henderlong, and Gingras 1999;Ryan and Deci 1996). Lepper et al (1996, 6) described the review as 'sweeping and anomalous' and accused it of 'systematic and consistent misuse of meta-analytic procedures [ .…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Unintended effects of incentivizing consumers to recommend a favorite brand

Anghelcev

2013

Journal of Marketing Communications

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Marketers often use incentives such as coupons, rewards or special membership discounts in order to motivate consumers to purchase or recommend a particular brand. This practice is based on the underlying assumption that an increase in incentives will lead to an increase in consumer response -an idea which has been at the core of traditional economic thinking for decades. Some psychologists have claimed, however, that under specific conditions an increase in incentives can reduce (rather than increase) one's willingness to perform the behavior which is being incentivized. If materialized, the possibility that extrinsic incentives may diminish consumer willingness to recommend a favorite brand could have important theoretical and practical consequences in the context of word-of-mouth or buzz marketing. This study tests that possibility in the context of an experiment about Apple computers, a favorite brand among US college students.Participants were asked to recommend the brand to a friend (1) in absence of any monetary reward and (2) for a small monetary incentive. Students who were promised a small monetary reward experienced a decrease in intrinsic motivation and wrote shorter recommendations than those who were not promised any incentives. Data also suggest that the quality of the recommendation may decrease when incentives are offered. The results are discussed in line of their possible theoretical and practical significance.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Unintended effects of incentivizing consumers to recommend a favorite brand

Anghelcev

2013

Journal of Marketing Communications

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“…Others have claimed that the relationship between extrinsic and intrinsic motivation is more complex. Reviews of the literature and resulting discussion have produced con icting and contested interpretations (Cameron & Pierce, 1994;1996;Kohn, 1996;Lepper, Keavney, & Drake, 1996;Morgan, 1984;Ryan & Deci, 1996). It is surprising to nd such fundamental disagreements over a construct which has been used widely for so long.…”

Section: Extrinsic Interestmentioning

confidence: 99%

Orientations to Enrolment of Part-time Students: A classification system based upon students' perceived lifelong learning needs

Kember

Armour

Jenkins

et al. 2001

Higher Education Research & Development

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This article develops a classi cation system for the orientations to enrolment of part-time students based upon their practical lifelong learning needs. Orientation to enrolment is seen as a complex construct embodying all the reasons, purposes, expectations and motivations that cause students to pick a particular course and elect to study by the part-time mode. Virtually all of the interviewed students had a vocational orientation so some previously used categorisation schemes were not suitable. Instead seven categories relating to lifelong learning needs provided a scheme which covered the cases and related well to explanations given by interviewees for enrolling in the courses. These were re-training or further development for those who need to make a career shift; education for professionals who need to undertake continuing professional development through their careers; an opportunity for a tertiary education for those who did not previously have the chance; an education at the tertiary level for those who did not do suf ciently well at school to qualify for direct entry to university; an alternative to mainstream education; education for adults; and learning for pleasure throughout the lifetime.

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“…The other line of research examining the effects of rew ard (Deci, 1971;D eci & Ryan, 1978;Lepper et al, 1973;Ransen, 1980;Lepper et al, 1996 ;Ryan & D eci, 1996, etc. ) has provided academ ic support for the theory that m otivation and interest in perform ing a task can be manipulated by initiating extrinsic rew ards in such a way that intrinsic motivation and interest in the task w ill be reduced.…”

mentioning

confidence: 99%

Gender Differences in Reaction to Public Achievement Feedback

Németh¹

1999

Educational Studies

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Intrinsic Motivation and Extrinsic Rewards: A Commentary on Cameron and Pierce’s Meta-Analysis

Cited by 107 publications

References 53 publications

Unintended effects of incentivizing consumers to recommend a favorite brand

Unintended effects of incentivizing consumers to recommend a favorite brand

Orientations to Enrolment of Part-time Students: A classification system based upon students' perceived lifelong learning needs

Gender Differences in Reaction to Public Achievement Feedback

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