Extrinsic reinforcement in the classroom: Bribery or best practice

K. Angeleque Akin-Little; Tanya L. Eckert; Benjamin J. Lovett; Steven G. Little

Extrinsic reinforcement in the classroom: Bribery or best practice

K. Angeleque Akin-Little, Tanya L. Eckert, Benjamin J. Lovett, Steven G. Little

Department of Psychology

Research output: Contribution to journal › Review article

41 Scopus citations

Abstract

The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. Some theorists have cautioned against the use of reward, whereas others have found little, if any, detrimental effect. This article examines the debate with an emphasis on data-based findings. The extrinsic/intrinsic dichotomy is explored along with seminal studies in both the cognitive and behavioral literatures. The results from important meta-analytic studies are presented. From this review, it is concluded that little detrimental effect is found with the use of external reinforcement Readers are given specific recommendations on the appropriate use of reinforcement programs in educational settings.

Original language	English (US)
Pages (from-to)	344-362
Number of pages	19
Journal	School Psychology Review
Volume	33
Issue number	3
State	Published - Nov 15 2004

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33(3), 344-362.

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