Negative Effects of Reward on Intrinsic Motivation—A Limited Phenomenon: Comment on Deci, Koestner, and Ryan (2001)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A major concern in educational settings is that the use of rewards and incentives may destroy students’ intrinsic motivation to perform activities. In collaboration with other researchers, the author conducted a meta-analysis of the literature that showed that negative effects of reward were limited and easily avoidable (Cameron & Pierce, 1994; Eisenberger & Cameron, 1996 ). Deci, Koestner, and Ryan (2001) suggest that our work was seriously flawed; they present a summary of their meta-analysis on the topic (Deci, Koestner, & Ryan, 1999a) and claim that rewards do substantially undermine intrinsic interest. In this comment, it is argued that there is no inherent negative property of reward. By organizing studies according to cognitive evaluation theory, Deci et al. (1999a) collapsed across distinct reward procedures and were able to obtain pervasive negative effects. When studies are organized according to the actual procedures used, however, negative effects are limited to a specific set of circumstances.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it