The Influence of Verbal Reward on Intrinsic Motivation in Children

Zinser, Otto; Young, Janice Gayle; King, Phillip E.

doi:10.1080/00221309.1982.9710976

Cited by 18 publications

(15 citation statements)

References 4 publications

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“…Two recent studies of children suggest that the apparent change, reflected in the Blanck et al data, may not be very widespread. In the first, Zinser, Young, and King (1982) gave three levels of verbal rewards to secondand third-grade boys and girls. Some got no verbal rewards, some got a low level of verbal rewards, and some got a high level of verbal rewards.…”

Section: Sex Differences: Information and Controlmentioning

confidence: 99%

Intrinsic Motivation and Self-Determination in Human Behavior

1985

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A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher.Originally published by Plenum Press, New York in 1985 Softcover reprint of the hardcover 1st edition 1985 All rights reservedNo part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher To Our Parents:

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Section: Sex Differences: Information and Controlmentioning

confidence: 99%

Intrinsic Motivation and Self-Determination in Human Behavior

1985

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“…Most of the research designed specifically to test the hypothesis concerning gender differences in reaction to praise has supported this notion (e.g., Deci, Cascio & Krusell, 1975;Kast & Connor, 1988;Koestner, Zukerman, & Koestner, 1989;Zinser Young, & King, 1982, but see also the negative results reported by Blank, Reis, & Jackson, 1984).…”

Section: Gender Differences In Reaction To Feedbackmentioning

confidence: 80%

Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference

et al. 2006

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This study tested the hypothesis that interest in a certain topic enables children to sustain their intrinsic motivation in topic-related tasks when positive feedback is absent. Ninety-one Israeli children in the seventh grade completed a questionnaire assessing their interest in the topic of logic questions. Later, in individual sessions, children worked on logic questions, and either received positive feedback or no feedback on their performance. Then, they completed a questionnaire assessing their intrinsic motivation to participate in a similar task. As expected, children with a high level of interest reported more intrinsic motivation than did children not high on interest. Among children with moderate interest, absence of positive feedback was associated with decreased intrinsic motivation for boys, and increased motivation for girls. This gender-related pattern was interpreted as suggesting that girls with moderate interest perceived the positive feedback as an attempt to control them. The findings support the view that interest may serve as a personal resource that helps children to cope with non-optimal learning conditions.

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“…First, research has consistently shown that females are more negatively affected than males by praise that diminishes perceived autonomy (e.g., Deci, 1972;Kast & Connor, 1988;Koestner, Zuckerman, & Koestner, 1989;Zinser, Young, & King, 1982). Deci and Ryan (Deci, 1975;Deci & Ryan, 1980) have explained this pattern of results in terms of traditional socialisation practices, which tend to focus on dependence and interpersonal relationships for females, but independence and achievement for males.…”

Section: Gender As a Moderatormentioning

confidence: 99%

The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating factors

Corpus

Lepper

2007

Educational Psychology

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Two studies were conducted to determine how gender and age moderate the long-term and postfailure motivational consequences of person versus performance praise. In Study 1, fourth-and fifth-grade students (n = 93) engaged in a puzzle task while receiving either no praise, person praise, product praise, or process praise. Following a subsequent failure experience, behavioural measures indicated that product and process praise enhanced motivation and person praise dampened motivation for girls, but that there were few effects of praise on subsequent motivation for boys. In Study 2, a parallel procedure with preschool children (n = 76) showed that person, product, and process praise all enhanced motivation, relative to neutral feedback, for both girls and boys.

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The Influence of Verbal Reward on Intrinsic Motivation in Children

Cited by 18 publications

References 4 publications

Intrinsic Motivation and Self-Determination in Human Behavior

Intrinsic Motivation and Self-Determination in Human Behavior

Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference

The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating factors

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