Instructor's Manual and Test Bank for Understanding Motivation and Emotion 1

Chapter 5
Extrinsic Motivation

Chapter Outline

Quasi-Needs
Extrinsic Motivation

Incentives, Consequences, and Rewards

Incentives
Reinforcers
Managing Behavior by Offering Reinforcers
Consequences
Positive Reinforcers
Rewards
Do Rewards Work? Do They Increase Desirable Behavior?
Negative Reinforcers
Punishers
Do Punishers Work? Do They Decrease Undesirable Behavior?

Hidden Costs of Reward

Intrinsic Motivation
What Is So Great about Intrinsic Motivation?
Engagement
Creativity
Conceptual Understanding/High-Quality Learning
Optimal Functioning and Well-Being
Intrinsic Motivation versus Extrinsic Motivation
Expected and Tangible Rewards
Implications
Benefits of Incentives, Consequences, and Rewards

Cognitive Evaluation Theory

Two Examples of Controlling and Informational Events
Praise
Competition

Types of Extrinsic Motivation

External Regulation
Introjected Regulation
Identified Regulation
Integrated Regulation
Internalization and Integration
Amotivation
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Motivating Others on Uninteresting Activities

Providing Explanatory Rationales
Suggesting Interest-Enhancing Strategies
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Problem of the Day

Is the popular reading program Book It!, an effective motivational program?

[From a motivational point of view, what is constructive and what is destructive about the Book It!
program used in school, in which students are paid $5 for every book they read during a semester.]

How can you motivate other people to engage in inherently uninteresting activities (e.g., wash
their hands, be polite to rude customers)?

Today, I did X. The question is, why did you do X?

Tomorrow, I will do X. The question is, why will you do X?

Activities

The following activity is from Hom (1994):

Ask your students if preschool children like to draw and receive recognition for doing so in the
form of good player awards. Next, ask students to imagine they conducted the following
experiment in a local preschool and predict what the results would look like (before learning the
actual outcome of the experiment), based on the following synopsis (which you read aloud or
provide on a handout):

Only preschoolers showing high interest in drawing during free playtime were
selected for the research. The children were tested individually and assigned
randomly to one of three conditions. In the expected reward condition, children
were shown a good player badge and told that if they did a good job of drawing,
they could earn a good player badge and have their names put on the school
honor roll board. All children in this condition got the expected rewards. In the
unexpected reward condition, children were asked to draw without any mention of
the rewards. Unexpectedly, at the end of the drawing, all of these children were
given the awards. Finally, in the control condition, children were asked simply to
draw without the promise or presentation of the awards. After this task, children
were observed back in the classroom during free playtime, and the amount of time
spent drawing was recorded. (Hom, 1994, p. 36, italics added)

After hearing this summary, ask each student to predict how much time children in each of the
three conditions would spend drawing during their subsequent free playtime.
Which group of children would play the most?
Which group of children would play the least?
Would all the children play about the same?
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The Lepper, Greene, and Nisbett (1973) study found that children in the expected reward
condition drew less than children from either the unexpected reward condition or the control
condition. No significant difference emerged between the amount of drawing time for children
in the unexpected reward condition and the no reward control condition. Hom (1994) reported
that fewer than 1% of students accurately predicted these findings.

Hom, H. L. (1994). Can you predict the overjustification effect? Teaching of Psychology, 21(1),
36–37. doi: 10.1207/s15328023top2101_7

Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest
with extrinsic reward: A test of the "overjustification" hypothesis. Journal of Personality
and Social Psychology, 28(1), 129–137. doi: 10.1037/h0035519

Discussion Questions

Theory

1. Is praise a universally effective positive reinforcer? Why or why not?

2. Is money a universally effective positive reinforcer? Why or why not?

3. Is punishment effective—does it work in decreasing/suppressing a person’s future

behavior? Why, or why not?

4. Extrinsic rewards can have positive effects on motivation and behavior, and
extrinsic rewards can have negative effects on motivation and behavior.
Explain how both statements can be true.

5. How does self-determination theory explain how external events (e.g., rewards, praise)
sometimes produce positive effects on motivation but other times produce
negative effects?

Application

1. List a behavior you performed today. Identify the role, if any, that incentives and
consequences played in motivating you to perform that behavior.

2. Imagine a person engaged in an activity, such as reading or working.

If you were to ask that person why he or she is engaged in that task at the present
time, what words would he or she state to express each of the following types of
motivation?
(a) externally regulated
(b) introjected regulation
(c) identified regulation
(d) intrinsic motivation
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3. Imagine that you are a teacher who is asking his or her students to engage in a learning
activity they find relatively uninteresting, maybe even very uninteresting. Under these
conditions, how might you promote their autonomous or self-determined motivation?

4. Imagine you have a teenager who likes to play the piano.

Name and briefly illustrate one thing you could do to promote his or her intrinsic
motivation toward piano playing.

5. Imagine you have a teenager who likes to play the piano.

Name one thing you could do to promote his or her identified regulation toward
piano playing.

6. Have you recently received any reward or punishment from another person?
How did that reward or punishment influence your motivation (increase? decrease? no
change)?

7. Describe and explain one of your own experiences in which your intrinsic motivation
changed into extrinsic motivation, as through competition, rewards, or the like.

8. Have each student identify a reward he or she recently experienced.

1 After identifying the reward, rate the reward in terms of whether it was:
2 (a) expected or unexpected.
3 (b) tangible or verbal.
4 (c ) informational or controlling.
Could this same reward have been delivered in ways that are unexpected,
verbal, and informational?

9. Have a group discussion to generate advice for a classroom teacher who is very
5 controlling and routinely motivates students via external regulation. Your task is
to advise the teacher as to how he or she might promote identified regulation (rather than
external regulation) in students. What could the teacher do differently?
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Multiple-Choice Test Questions

__ 1. When a drill instructor uses orders, commands, directives, and in-your-face shouts to
increase recruits’ compliance, his approach to motivation relies heavily on:
(a) offering extrinsic incentives.
(b) promoting self-regulation.
(c) providing explanatory rationales.
(d) satisfying psychological needs.

__ 2. From where does a person’s high level of intrinsic motivation come?

(a) It emerges spontaneously from psychological needs.
(b) It is learned over time from experiences of praise and positive feedback.
(c) It is the product of positive incentives and positive reinforcers.
(d) It comes from social models who show high intrinsic motivation in their own lives.

__ 3. From where does a person’s high level of extrinsic motivation come?

(a) environmental incentives, consequences, and rewards
(b) growth motivation
(c) internalized sources of motivation
(d) psychological need satisfaction

__ 4. Which of the following sentences best captures the spirit of extrinsic motivation?
(a) Building high confidence is the antidote to anxiety and avoidance.
(b) Do this in order to get that.
(c) Doing, or saying, is believing.
(d) Motivation is the joint product of expectancy times value.

__ 5. The study of extrinsic motivation revolves around three central concepts.

Which of the following is not one of those concepts?
(a) incentive
(b) need
(c) punishment
(d) reward

__ 6. A(n) _____ is an environmental object that occurs before the start of a sequence of
behavior and attracts or repels the individual to engage or not in the behavior.
(a) consequence
(b) incentive
(c) need
(d) punisher

__ 7. A(n) _____ is an attractive environmental object that occurs at the end of a sequence of
behaviors and acts to increase the probability that the behavior will recur.
(a) consequence
(b) incentive
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(c) need
(d) reward

__ 8. A(n) ___ is any offering from one person given to another person in exchange for his or
her service or achievement.
(a) consequence
(b) incentive
(c) need
(d) reward

__ 9. Proponents of operant conditioning endorse the following conceptualization of behavior:

S:R  C. What does the "C" stand for?
(a) commitment
(b) compassionate care
(c) consequence
(d) control

__10. The behavioral view of learning assumes that learning is essentially a change in behavior,
and this view emphasizes the effects of_____ as the cause of that learning?
(a) behavioral anchors
(b) environmental stimuli
(c) knowledge, schemas, and scripts
(d) psychological needs

__11. Which is the best characterization (description) of operant conditioning?

(a) A person performs some action, and depending on what happens as a
consequence of that action, the likelihood of that same behavior occurring again will
either increase or decrease.
(b) Automatic responses become associated with new stimuli when they occur at the
same time.
(c) Over time and with repeated experience, the person changes how to best
understand a concept or problem.
(d) The person is exposed to a great deal of information, the person relates the new
information to preexisting knowledge, and then organizes all the new information
in a coherent way.
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__12. Why is the first way of offering students a reward more effective and less harmful (in
terms of side effects) than is the second way? First way: “Good job, you improved your
penmanship nicely.” Second way: “If you improve your penmanship today, then I’ll give
you a reward.”
(a) The first way offers people a clear, easy-to-follow structure in which to behave.
(b) The first way is very informational; it informs the person’s sense
of a job well done.
(c) The first way makes assessment of the penmanship easier and more objective, and
this is true for both the student and the teacher.
(d) The first way is not more effective because people do not respond well to verbal
reinforcers.

__13. Reinforcement is to _____, as punishment is to _____.

(a) extinction; satiation
(b) promoting behavior; suppressing behavior
(c) satiation; extinction
(d) suppressing behavior; promoting behavior

__14. The behavioral act of taking out the garbage in order to stop your roommate's persistent
nagging to do so results in _____ for the act of taking out the garbage.
(a) extinction
(b) negative reinforcement
(c) positive reinforcement
(d) punishment

__15. Which of the following events increases the future probability of a behavior?
(a) extinction
(b) negative reinforcement
(c) nonreinforcement
(d) punishment

__16. Which of the following events leads to the learning of escape and avoidance behaviors?
(a) extinction
(b) negative reinforcement
(c) positive reinforcement
(d) rewards
(e) none of the above

__17. If a person takes an aspirin and the aspirin makes a headache go away, then the person
becomes more likely to take an aspirin for a headache in the future. This example
illustrates that the aspirin acts as a(n):
(a) incentive.
(b) negative reinforcer.
(c) positive reinforcer.
(d) punisher.
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__18. A teacher gives a child a time-out for teasing a classmate, and then the time-out succeeds
in making the child’s future teasing behavior less likely in the future. This example
illustrates that the time-out acts as a(n):
(a) incentive.
(b) negative reinforcer.
(c) positive reinforcer.
(d) punisher.

__19. If a person receives a paycheck for coming to work on time, then the worker becomes
more likely to come to work on time in the future. This example illustrates that the
paycheck acts as a(n):
(a) incentive.
(b) negative reinforcer.
(c) positive reinforcer.
(d) punisher.

__20. People experience intrinsic motivation because:

(a) of forethought and self-reflection.
(b) of interrelationships among contingency, cognition, and activity.
(c) people are sensitive to extrinsic rewards.
(d) people have innate psychological needs.

__21. Which of the following statements is true? Extrinsic rewards:

(a) enhance creativity, or cognitive flexibility in general.
(b) successfully help promote autonomous self-regulation.
(c) lead learners to seek out and approach optimally challenging versions of the task.
(d) shift a learner's attention away from task mastery and toward potential extrinsic gains.

__22. If a person engages in an intrinsically motivating activity and begins to receive extrinsic
rewards for doing so, what happens to his or her intrinsic and extrinsic motivations?
(a) Intrinsic decreases, while extrinsic increases.
(b) Intrinsic increases, while extrinsic decreases.
(c) Both decrease.
(d) Both increase.

__23. If a musician who enjoys playing music “for fun” begins to receive money for playing
music at weddings week after week, what is most likely to happen to his or her intrinsic
and extrinsic motivations to play music in the future?
(a) Intrinsic decreases, while extrinsic increases.
(b) Intrinsic increases, while extrinsic decreases.
(c) Both decrease.
(d) Both increase.
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__24. In the Lepper et al. (1973) study in which children received good player awards for a
drawing activity, children in which experimental condition showed the largest decrease in
their later intrinsic motivation to draw?
(a) children in the no-reward condition
(b) children in the expected reward condition
(c) children in the unexpected reward condition
(d) children who showed little or no intrinsic motivation at the start of the study

__25. Lepper et al.'s study with preschool children with the drawing activity and good player
awards found that the extrinsic reward decreased intrinsic interest only when children
received:
(a) an award for drawing better than the other children.
(b) an expected award for drawing.
(c) an unexpected award for drawing.
(d) multiple rewards.

__26. Which of the following is a benefit of extrinsic rewards?

(a) Rewards can increase autonomous self-regulation.
(b) Rewards can promote conceptual understanding of the information to be learned.
(c) Rewards can promote creativity.
(d) Rewards make an otherwise uninteresting task suddenly seem worth pursuing.

__27. Which statement concerning negative reinforcement and punishment is most true?
(a) They have the same effect on behavior.
(b) The first refers to incentives, while the second refers to consequences.
(c) They have opposite effects on behavior.
(d) They are synonyms—different words for the same concept.

__28. _____ emerges spontaneously from psychological needs, personal curiosities, and innate
strivings for growth.
(a) Achievement motivation
(b) Extrinsic motivation
(c) Identified regulation
(d) Intrinsic motivation

__29. Which of the following statements is not supported by empirical research?

(a) Rewards decrease a learner’s ability to learn factual information.
(b) Rewards interfere with quality of learning by narrowing the learner’s attention.
(c) Rewards lead learners to quit learning once they attain the extrinsic reward.
(d) Rewards make a learner more susceptible to negative emotions like frustration.
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__30. Extrinsic rewards do not always undermine intrinsic motivation, as some types of
extrinsic rewards are more undermining than other types. All of the following are
undermining characteristics of extrinsic rewards, except:
(a) controlling.
(b) expected.
(c) novel.
(d) tangible.

__31. Which one of the following is not a “hidden cost of rewards?”

(a) Rewards tend to undermine goal-directed effort.
(b) Rewards tend to undermine intrinsic motivation.
(c) Rewards tend to undermine the development of autonomous self-regulation
(d) Rewards tend to undermine conceptual understanding and the quality of learning.

__32. According to Deci and Ryan's cognitive evaluation theory, all extrinsic events have two
functional aspects: a controlling aspect and an informational aspect. To say that an
external event is controlling means that it:
(a) acts more like a negative reinforcer than a positive reinforcer.
(b) coerces a person into doing some particular act.
(c) communicates a job well done.
(d) provides an incentive to increase motivation.

__33. Which type of motivation is most closely associated with the following orientation: “Do
this in order to get that,” where the “this” is the requested behavior?
(a) amotivation
(b) intrinsic motivation
(c) extrinsic motivation
(d) all of the above

__34. Which of the following is not an assumption of cognitive evaluation theory?

(a) All external events have a controlling aspect.
(b) All external events have an informational aspect.
(c) All external events promote intrinsic motivation.
(d) All people possess psychological needs for competence and autonomy.

__35. According to Deci and Ryan's cognitive evaluation theory, all extrinsic events have two
functional aspects: a controlling aspect and an informational aspect. To say that an
external event is informational means that it:
(a) communicates either a job done well or a job done poorly.
(b) is more likely to act as a positive reinforcer than a negative reinforcer.
(c) provides an incentive to increase motivation.
(d) signals that extrinsic motivation exceeds intrinsic motivation.

__36. Which of the following ways of delivering praise best supports the intrinsic motivation of
the other person? Saying:
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(a) Good job, you improved by 10%.

(b) Good job, but you must try harder next time.
(c) Good job, please keep it up because you make me so proud.
(d) Good job, you did just what you were supposed to do.

__37. In understanding how interpersonal competition affects people’s intrinsic motivation,

each of the following statements is true, except:
(a) Competition undermines intrinsic motivation when the social context pressures
people to win.
(b) Losing in competition undermines intrinsic motivation because of its effect on
decreasing the person’s sense of competence.
(c) People experience high intrinsic motivation in competition when competition
allows them to feel both highly autonomous and highly competent.
(d) People who win in a high-pressure competition show high intrinsic motivation.

__38. According to self-determination theory, what type of motivation explains the student's
effort in school when the student says, "I try so hard so the teacher won’t yell at me."?
(a) external regulation
(b) identified regulation
(c) intrinsic motivation
(d) introjected regulation

__39. According to self-determination theory, what type of motivation explains the student's
effort in school when the student says, "I try so hard so I won’t feel guilty or ashamed of
myself."?
(a) external regulation
(b) identified regulation
(c) intrinsic motivation
(d) introjected regulation

__40. According to self-determination theory, what type of motivation explains the student's
effort in school when the student says, "I try so hard because my school work is an
important and valuable thing to do."?
(a) external regulation
(b) identified regulation
(c) intrinsic motivation
(d) introjected regulation
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__41. According to self-determination theory, the motivation that needs to be most enhanced in
asking another person to engage in an uninteresting but important activity (e.g., recycling,
cleaning) is to promote:
(a) amotivation.
(b) external regulation.
(c) introjected regulation.
(d) identified regulation.

__42. An externally provided rationale works as a motivational strategy during an uninteresting

activity because it can:
(a) calm and alleviate the person’s anxiety and arousal.
(b) increase desired behavior and decrease undesired behavior.
(c) increase internalization, valuing, and identified regulation.
(d) provide the person with an opportunity to perform high-frequency, not just low-
frequency, behaviors.

__43. The most effective way to motivate others to put forth effort and high engagement on an
inherently uninteresting activity is to offer them a(n):
(a) attractive incentive.
(b) positive consequence.
(c) reward.
(d) threat of a punisher.

__44. A person with high interest in an activity will show greater ___ than will a person with
lower interest in that same task.
(a) extrinsic motivation
(b) introjected regulation
(c) on-task attention
(d) task-specific anxiety

__45. ___is triggered by appealing external events and exists as a short-term attraction to an
activity; ___ is a more stable and content-specific attraction to that same activity.
(a) Extrinsic motivation; intrinsic motivation
(b) Intrinsic motivation; extrinsic motivation
(c) Individual interest; situational interest
(d) situational interest; individual interest
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Answers to Multiple-Choice Questions

Chapter 5
Intrinsic and Extrinsic Motivations

Multiple-Choice Test Questions

1. a 11. a 21. d 31. a 41.

d
2. a 12. b 22. a 32. b 42.
c
3. a 13. b 23. a 33. c 43.
c
4. b 14. b 24. b 34. c 44.
c
5. b 15. b 25. b 35. a 45.
d
6. b 16. e 26. d 36. a
7. d 17. b 27. c 37. d
8. d 18. d 28. d 38. a
9. c 19. c 29. a 39. d
10. b 20. d 30. c 40. b
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Short-Essay Test Questions

1. Explain the role that environmental incentives, consequences, and rewards play in the
initiation and regulation of extrinsic motivation.

2. From the viewpoint of operant conditioning, explain the meaning of each of the following
five terms: S : R  C. [S, colon, R, arrow, C]

3. Define and give one example of each of the following: positive reinforcer, negative
reinforcer, punisher, reward.

4. Define punishment and negative reinforcement. Explain how to distinguish between the
two.

5. The book asks the question, What is a reinforcer? Provide a practical answer in terms of
its effect on behavior, and provide a theoretical answer in terms of why it has this effect
on behavior.

6. State the argument for and the argument against the following statement:
Extrinsic motivators are positive contributors to motivation.

7. Answer the following question and explain your answer:

Do rewards work—do they facilitate desirable behavior?

8. Answer the following question and explain your answer:

Do punishers work—do they suppress undesirable behavior?

9. Explain the following research conclusion: Extrinsic rewards interfere with the process
and quality of learning.

10. Outline the typical experimental procedure to test the effects of extrinsic rewards on
intrinsic motivation.

11. List any two hidden costs of rewards. Explain why extrinsic rewards produce these two
hidden costs.

12. According to cognitive evaluation theory, all extrinsic events have two functional
aspects: a controlling aspect and an informational aspect. What does it mean to say that
an external event is controlling, and what does it mean to say that an external event is
informational?

13. Apply cognitive evaluation theory to explain the motivational dynamics involved in
either praise or interpersonal competition.
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14. Use the concept of perceived locus of causality to outline the self-determination
continuum of motivation.

15. Outline the words a teacher might use to motivate a student to try hard on an
uninteresting task by promoting that student’s identified regulation.

16. Explain why motivation researchers argue that why a person receives a reward is
at least as important in predicting its effects on motivation as is what reward is
given.

17. Explain how an externally provided rationale can increase a person’s self-determined
motivation to engage in an uninteresting but important task with high effort.

18. Explain why motivation researchers recommend that practitioners who are trying to
motivate others to engage in inherently uninteresting activities recommend the offering of
explanatory rationales rather than incentives or rewards.

19. Explain how situational interest and individual interest combine to yield an
actualized experience of high interest in a particular activity for a particular person.