Module 15 Post 1

After reading the chapter and the Dweck article, discuss one question or confusion that you had about the material.

According to the book, ineffective praise is delivered randomly or unsystematically, while effective praise is delivered contingently. Do you think that praise can become a bit unappreciated or unheard if a teacher continuously praises a student for something they achieved? What I mean is, do you think that it would be more appreciated by the student to receive praise every once in a while, as compared to on numerous occasions?

When are extrinsic forms of motivation most beneficial or appropriate, compared to other forms? What do they offer?

Extrinsic forms of motivation are motivation that is external to the behavior, such as engaging in an activity in order to obtain an outcome that is distinct from the activity itself (according to the book). Extrinsic motivations include rewards like money and grades, coercion, or the threat of punishment. The book mentions how in middle and high school, students are pushed to perform for more extrinsic reasons: they are in competition with their peers, encouraged to win and beat the others (and not enjoy the intrinsic rewards of the activity). Sometimes, extrinsic motivation can lead to the reduction in one’s intrinsic motivation. I can see how someone might begin to perform an activity (such as doing homework or chores) solely for the benefit of receiving a reward at the end (such as money from their parents). While sometimes it may be beneficial for parents to bribe their children or reward them for good behavior, I believe there is a line that can be crossed in which parents reward too much and the child becomes spoiled. When a reward begins to undermine intrinsic motivation, I believe that the activity is becoming inappropriate. Sometimes, students/children do need a bit of motivation or the prospect of a reward in order to push themselves to perform a task to the best of their ability. Parents and teachers should consider why they are rewarding a child, while also considering how and when they are offering rewards. When a child begins to do something for the sole purpose of receiving a reward, then it has become an inappropriate form of motivation. Intrinsic motivation is a behavior performed for one’s own personal fulfillment. If extrinsic motivation is used, students should still be aware of the intrinsic motivation behind the activity. Intrinsic motivation reflects a desire to do something simply because it is enjoyable.

When do you think that extrinsic forms MIGHT be the wrong choice? (Look to the Dweck article where she discusses how praise can be dangerous) Discuss some form of extrinsic motivation and why IT might also be 'dangerous'.

Simply put, when a student performs a task simply for the reward (such as a grade or praise) then extrinsic forms of motivation are the wrong choice. Once a child has been conditioned to expect a reward, it may be hard to stop rewarding/praising them and it will probably be near impossible to encourage them to be intrinsically motivated. Dweck thinks praise can be dangerous if we praise children for their intelligence. We are telling them that their intelligence is what we see in them, and students will be afraid to take risks or make mistakes. Praising students for their intelligence is an example of a type of praise that can be dangerous. Students who are praised for their intelligence thought of their intelligence as an internal factor: they were either intelligent or they were not. However, when students were praised for the effort they put into an activity, they thought of their intelligence as something they had more control over, something that they could enhance. Students can easily pick up messages about themselves and their personal qualities. Teachers and parents must be careful about the messages that they send because students will internalize these words and believe that the message describes exactly what teachers/parents think about who the students are.