Using stress and resource theories to examine the incentive effects of a performance-based extrinsic reward

Parker, Stacey L.; Jimmieson, Nerina L.; Techakesari, Pirathat

doi:10.1080/08959285.2017.1347174

Cited by 14 publications

(11 citation statements)

References 74 publications

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“…In other words, people with low self-control (who, left to their own devices, tend to behave in ways that put their own pay at greater risk under traditional PFP) not only preferred, but also did better under an incentive scheme that forced them to be more disciplined in their performance. Other self-control research has found that PFP (piecework) moderates the relationship between self-control and outcomes including quality (but not quantity), contingent on task control; people with low self-control and low task control had improved outcomes under PFP than when they received no reward (Parker, Jimmieson, & Techakesari, 2017).…”

Section: Compensation Activationmentioning

confidence: 99%

“…Conversely, those with greater preferences for risk had a more positive relationship between proportion of variable pay and valence for pay raises (but were not different from for risk averse participants in their instrumentality or expectancy perceptions). And some research has found positive compensating effects of PFP on coping and intrinsic motivation outcomes for individuals low on trait self-control and with low task control (Parker et al, 2017).…”

Section: Interpreting the Literature Through A Compensation-activatio...mentioning

confidence: 99%

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Person-based differences in pay reactions: A compensation-activation theory and integrative conceptual review.

Fulmer

Shaw

2018

Journal of Applied Psychology

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Compensation research has focused traditionally on how pay design characteristics (e.g., pay level, individual or group incentives) relate to average employee outcomes and, in toto, on how these outcomes affect organizational performance. Recently, scholars have begun to pay more attention to how individuals vary in the strength of their reactions to pay. Empirical research in several disciplines examines how the interplay of pay systems and person-based characteristics (psychological individual differences, demographics, and relative performance or position in a group) relate to important work-related outcomes. We develop a compensation-activation theory that frames compensation design characteristics as workplace "situations" providing cues that activate individuals' corresponding fundamental social motives made salient due to chronic or transient person-based characteristics. Where activation occurs, stronger-than-average responses to the compensation "situation" are expected. Using the theory as a lens, we synthesize and reinterpret existing research on person-based reactions to pay characteristics, including sorting, incentive/motivational effects, and effects on collective pay system reactions and unit/organizational outcomes. We conclude with a research agenda aimed at refining compensation-activation theory and advancing the study of compensation as it affects individual and organizational outcomes. (PsycINFO Database Record

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Section: Compensation Activationmentioning

confidence: 99%

Section: Interpreting the Literature Through A Compensation-activatio...mentioning

confidence: 99%

Person-based differences in pay reactions: A compensation-activation theory and integrative conceptual review.

Fulmer

Shaw

2018

Journal of Applied Psychology

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“…Therefore, the third treatment added parent rewards of $2.50 per STEM activity completed. These extrinsic, monetary incentives were designed to demonstrate the value of doing STEM with your child while also offsetting potential perceived costs, such as effort demands or lost time for alternative activities (Parker et al, 2017).…”

Section: Support For Tt Stem Treatment Conditionsmentioning

confidence: 99%

Informal science, technology, engineering and math learning conditions to increase parent involvement with young children experiencing poverty

et al. 2022

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Broadening participation in early science, technology, engineering and math (STEM) learning outside of school is important for families experiencing poverty. We evaluated variations of the Teaching Together STEM pre-kindergarten program for increasing parent involvement in STEM learning. This informal STEM, family engagement program was offered in 20 schools where 92% of students received free/reduced lunch. The core treatment included a series of family education workshops, text messages, and family museum passes. The workshops were delivered at school sites by museum outreach educators. We randomly assigned schools to business-as-usual control or one of three additive treatment groups. Using an additive treatment design, we provided the core program in Treatment A, we added take-home STEM materials in Treatment B, and added materials + parent monetary rewards in Treatment C. The primary outcome was parent involvement in STEM (n = 123). There were no significant impacts of any treatment on parent involvement; however, the groups that added take-home materials had larger effect sizes on parent involvement at posttest (ES = −0.08 to 0.18) and later, kindergarten follow-up (ES = −0.01 to −0.34). Adding parent monetary rewards only produced short-term improvements in parent involvement that faded at follow-up. We discuss implications for other community-sponsored family engagement programs focused on informal STEM learning, including considering characteristics of families who were more versus less likely to attend. These null findings suggest that alternatives to in-person family education workshops should be considered when parents are experiencing poverty and have competing demands on their time.

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“…STEM inquiry is considered intrinsically rewarding (NRC, 2009). Although extrinsic rewards can undermine intrinsic motivation in children (Deci et al, 1999), for adults extrinsic rewards can boost performance and compensate for time pressures or other aspects of low motivation (e.g., Parker et al, 2017). Thus, rewards warrant empirical study as a relatively low cost way to increase parent involvement in STEM.…”

Section: Add Rewards To Motivate Parentsmentioning

confidence: 99%

“…Potential explanations for the short-term benefit of the added rewards condition are thatin this sample of families who were experiencing poverty and often had full-time jobs -monetary rewards may have urged parents to overcome time pressures or other constraints to informal STEM learning. Although we cannot recommend this BCT without further evaluation, it may be that modest rewards incentivize parents to engage in STEM activities they already hoped and intended to do with their child (e.g., Parker et al, 2017). Indeed, monetary rewards are a BCT designed to offset immediate perceived costs (Atkins et al, 2017), such as the effort to engage in an inquiry-based activity, which takes time away from other parent activities (e.g., work responsibilities, household tasks, leisure time).…”

Section: Conditions That Best Supported Early Parent Involvement In Stemmentioning

confidence: 99%

Feasibility of Behavior Change Techniques to Increase Parent Involvement in STEM ?with Young Children Experiencing Poverty

Zucker¹,

Yeomans-Maldonado²

2022

Preprint

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Broadening participation in early, informal STEM is important for families experiencing poverty. We explored the feasibility of the Teaching Together STEM preschool program for increasing home-based parent involvement and reducing barriers to informal STEM learning with 181 families at schools where 92% of students received free/reduced lunch. The core treatment included family engagement events and text messages; STEM events were delivered at school sites by museum-based informal science educators. We randomly assigned schools to business-as-usual or one of three additive treatment groups to evaluate adult behavior change techniques of adding materials and parent rewards to the core treatment. The primary outcome was parent involvement in STEM. There were no significant impacts of any treatment on home-based parent involvement in STEM; however, the groups that included take-home activity kits along with family education events/resources were the most promising way to get focal parents involved in doing science and math with their young child. Interestingly, the most intensive treatment group that added parent monetary rewards produced short-term improvements in parent involvement that faded at a later follow-up timepoint. We discuss the relative effects of different behavior change techniques and uptake of components, as this has implications for family engagement programs that aim to ensure equity when many parents have competing demands on their time.

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Using stress and resource theories to examine the incentive effects of a performance-based extrinsic reward

Cited by 14 publications

References 74 publications

Person-based differences in pay reactions: A compensation-activation theory and integrative conceptual review.

Person-based differences in pay reactions: A compensation-activation theory and integrative conceptual review.

Informal science, technology, engineering and math learning conditions to increase parent involvement with young children experiencing poverty

Feasibility of Behavior Change Techniques to Increase Parent Involvement in STEM ?with Young Children Experiencing Poverty

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