Effects Of Extrinsic Rewards Research Articles

Reexamining the relationship between extrinsic rewards and creativity: a study from the creative process engagement perspective

Empirical findings concerning the effects of extrinsic rewards on employee creativity have been controversial and have focused mainly on the theoretical mechanism of intrinsic motivation. Although intrinsic motivation is a primary impetus for creativity, generating creative outputs is a process that requires a sequence of creative endeavors. Drawing from the componential theory of creativity, this study proposes a positive relationship between extrinsic rewards and creativity via creative process engagement. Additionally, two types of employee characteristics, i.e. person-job fit and cognitive flexibility, are important contingency factors affecting the reward–creativity relationship. Our empirical analyses of data collected from 228 supervisor-subordinate dyads demonstrate the mediating role of creative process engagement in the reward–creativity relationship. Moreover, employees with high levels of person-job fit and cognitive flexibility are found to have the highest levels of creative process engagement and, in turn, the greatest creativity when motivated by extrinsic rewards for creativity. These findings have several theoretical and managerial implications related to reward–creativity research and practice.

THE INFLUENCE OF MOTIVATION STRATEGIES ON EMPLOYEE’S RETENTION IN PRIVATE UNIVERSITIES IN TANZANIA: EXPERIENCES FROM CATHOLIC UNIVERSITY COLLEGE OF MBEYA (CUCoM)

This research aimed to assess the influence of motivation strategies on employee retention in private institutions, using the Catholic University College of Mbeya as a case study. The study focused on the effects of extrinsic rewards, intrinsic rewards, and career development on retention. Employing a cross-sectional descriptive research design with a quantitative approach, the study utilized a sample size of 50 respondents selected through simple random sampling. Data were collected through a questionnaire and analyzed descriptively using SPSS version 20.0. Results showed that extrinsic rewards, intrinsic rewards, and career development significantly influence employee retention at the Catholic University College of Mbeya. The study concludes that combining extrinsic and intrinsic rewards with career development initiatives enhances long-term retention, emphasizing the importance of these factors in human resource strategies for private organizations

The effects of extrinsic reward that affect a user’s continuous intention to use a fitness application

ABSTRACT Fitness application service providers are offering rewards, such as points to users as incentives for service use. However, it is questionable whether this reward offering is an effective measure for persuading consumers to use fitness applications continuously. This study examines how reward affects continued use of fitness applications. An online survey was conducted on 268 people who actually used the fitness application. Respondents were divided into two groups at random, an extrinsic reward group and a non-extrinsic reward group, to check the effects of the rewards. Structural equation modeling was used for data analysis. Factors influencing a user’s continuous intention to use fitness applications will vary depending on whether rewards are provided. For the extrinsic reward group, perceived enjoyment and perceived privacy protection were significant variables to continue use of a fitness application. However, for the non-extrinsic reward group, monetary value was a significant variable. For continuous use of a fitness application, if rewards are provided, it is necessary to emphasize intrinsic factors such as fun rather than extrinsic factors such as savings and cost. On the other hand, without rewards, it is necessary to highlight extrinsic factors rather than intrinsic factors.

The Effects of Extrinsic Rewards on Intrinsic Motivation

What effects do external rewards have on intrinsic motivation? People describe the types of motivations differently. When asked, what motivates you? People tend to name some things that motivate them intrinsically and some extrinsically; everyone has different meanings for each and therefore different answers to the inquiry. There is a wealth of research on the subject of motivation. The research distinguishes between the two aspects of motivation. Generally, the research delineates intrinsic motivation as the motivational behavior that stems from within the individual while performing a task rather than the motivation that comes from various external rewards (i.e. extrinsic motivation). As a consequence, this paper will focus on conducting a literature review, in the form of introducing previously established theories, to discover what others are reporting about the issue of external rewards and their effects on intrinsic motivation.

Extrinsic rewards and creative performance syndrome: The mediating mechanism and interacting effects

Despite the widespread use of extrinsic rewards (ERs) to enhance employees’ creative performance (CP), the debate on the effectiveness of these rewards on employees’ creativity remains inconclusive. The present study, therefore, aims to empirically examine the effect of ERs on CP of employees by taking intrinsic motivation (IM) as an important psychological mediator linking ERs to CP. In addition, this study examines the moderating effects of distributive and procedural organizational justice (OJ) on the ERs-IM relationship, and consequently on CP. Using survey data from 303 employee-supervisor dyads working in the banking industry of Pakistan, our results demonstrate that ERs exert an indirect but significant effect on employees’ CP through IM. Our study supports that ERs have a positive relationship with IM, and consequently with CP, particularly when the perception of distributive and procedural justice is higher. These findings are useful for managers to channelize the creative abilities of employees towards the desired direction through prudent measures and for researchers to have nuance perspective on the above relationships in the context of an emerging market i.e., Pakistan.

Collateral damage associated with performance-based pay: the role of stress appraisals

ABSTRACTDrawing on stress appraisal and self-determination theories, we hypothesized that the more requirements of performance-based pay are appraised as a challenge, the more individuals will feel less strain and be more prosocial, and that these effects will be explained by autonomous motivations. Conversely, the more requirements of performance-based pay are appraised as a hindrance, the more individuals will feel more strain and be less prosocial, and these effects will be explained by controlled motivations. An experiment (N = 82) provided support for the mediational hypotheses regarding challenge appraisal, intrinsic motivation, and the strain outcomes of anxiety and fatigue. Hindrance appraisal was found to directly reduce prosocial behaviour (as coded in task responses). Furthermore, in reward conditions that were directly performance-salient, hindrance appraisal resulted in greater fatigue. A field study (N = 322) revealed further support for the hypotheses on emotional exhaustion and organizational citizenship. Overall, there was support for the role of autonomous forms of motivation as mechanisms in these associations, but less support for controlled forms of motivation. Thus, stress appraisals of performance-based pay can improve our understanding of when “collateral damage” effects of extrinsic rewards can occur (i.e., when requirements are viewed as hindering). Moreover, effects of stress appraisals can be partially explained by different qualities of motivation from the self-determination theory perspective.

Distinct effects of intrinsic motivation and extrinsic rewards on radical and incremental creativity: The moderating role of goal orientations

SummaryPrevious studies have investigated the role of intrinsic motivation and extrinsic rewards in enhancing employee creativity. However, the possibility that these motivational factors affect the creativity of different types remains largely unexplored, particularly in the organizational settings. Moreover, the potential that personality traits may moderate the function of these motivational factors toward creativity is another underresearched area. By drawing on the person–situation interaction perspective, we propose that both intrinsic motivation and extrinsic rewards predict creativity but of different types. Thus, we diverge from the view that creativity is a uniform criterion domain by adopting the distinction between radical and incremental creativity. Our empirical analysis of 220 independent employee–supervisor dyads confirmed that intrinsic motivation and extrinsic rewards predict radical and incremental creativity, respectively. Moreover, the effects of intrinsic motivation on radical and incremental creativity are more positive for employees with higher learning goal orientation. By contrast, the effect of extrinsic rewards on incremental creativity is more positive for employees with higher performance goal orientation. This study offers elaborate and nuanced perspectives and insights into the role of different motivational processes in the development of different types of creativity.

Mental effort in adolescents with ADHD

Mental effort plays an important role in theoretical models of ADHD; it is central to both motivational and cognitive-energetic accounts, but it has been underspecified and under-examined empirically. It could however, provide the missing link between task performance of difficult and challenging tasks requiring cognitive control, and the effects of extrinsic rewards on performance in ADHD. In this exploratory study we examined two putative effort-related deficits in ADHD; First, impairments in the ability to apply effort and second, alterations in effort-related decision making due to an altered cost-benefit analysis relating to the application of effort. For this purpose, we examined 1) performance on an N-back task with five levels of difficulty (1-, 2-, 3-, 4-, 5-back) and choice behavior on a subsequent effort discounting task, 2) pupil dilation during the N-back task, and 3) subjective measures of mental demand and effort application during the N-back task. Fifteen boys with ADHD and 16 controls (aged 12-17 years) participated in this study. Results showed that with increasing level of N-back difficulty, performance deteriorated, and participants with ADHD performed significantly worse than controls, independent of level of difficulty. In the effort-discounting task, however, no main effect of group was found, indicating that adolescents with ADHD did not devalue effort-related rewards more than controls. This suggests that they are not more effort averse than controls. The overall pattern of pupil responses during the N-back blocks looked similar for ADHD and control participants: there was an initial increase in pupil dilation in the first 3-6 trials of a task block, after which a gradual decline in pupil response occurred back to baseline. In the control group, the peak of this pupil dilation increased with level of difficulty up to 3-back, while in the ADHD group such an effect was absent. Finally, groups did not differ in the subjective experience of the mental demand of the different levels of the N-back task, nor in effort application. Together, these results suggest that performance decrements in ADHD in a working memory task such as the task used here might be related to a suboptimal application of mental effort, which is not reflected in subjective experiences, and subsequently does not appear to lead to an altered cost-benefit analysis related to the application of effort.

The Psychological Empowerment and Effects of Extrinsic Rewards on Employee’s Intrinsic Motivation and Creativity

Purpose - It has been argued that intrinsic motivation is an important driver of employee attitudes. The aim of this study was to establish conceptual model that exceptionally integrates psychological empowerment, intrinsic motivation and individual creativity. Specifically, present study clarified why (through intrinsic motivation) and when (extrinsic rewards) psychological empowerment is positively related to employee creativity. Furthermore, this study explored three factors conditioning the effects of intrinsic motivation: relationship with coworker, compensation and job security. Design/methodology/approach - The study was administered on 217 employees belonging to five public service oriented organizations in Ulaanbaatar, Mongolia. The data was analyzed by Smart PLS 2.0. Findings - The study found that intrinsic motivation partially mediated the relationship between (a) meaning and creativity, (b) self-determination and creativity, and (c) impact and creativity, except the (d) competence and creativity. The study also revealed that even though the three conditional factors interact with intrinsic motivation. The leverage of intrinsic motivation on employee creativity was only enhanced by compensation. This study integrated different perspectives of psychological empowerment and provides important insights into the mechanisms linking empowerment and creativity. Research limitations/implications - The study explored how psychological empowerment may affect the employee creativity from the intrinsic motivation perspective, while future researches should incorporate other mediating or even moderating variables. Practical implications - The present study attempted to contribute to investigating the medical service employee’s psychological empowerment and, also examining the comparative effect of intrinsic motivation on employee’s creativity. Theoretical and practical implications of the results, as well as recommendations for future research are discussed.

Mechanisms Underlying Creative Performance: Employee Perceptions of Intrinsic and Extrinsic Rewards for Creativity

In this study, we clarified some of the ambiguities in the rewards–creativity relationship by focusing on creative performance in organizations that is contingent on intrinsic and extrinsic rewards. Participants were 241 employee–peer pairs working in various industries. The results indicated that, regardless of the degree of importance of the reward as perceived by the employee, intrinsic rewards exerted a significant direct positive effect on creativity. In contrast, extrinsic rewards exerted only a significant indirect effect on employee creativity via commitment to creativity. Moreover, the effect of extrinsic rewards on creative performance was moderated by the degree of importance of that reward as perceived by the employee. The reward promoted creativity only when the employee regarded that reward as important. Our findings demonstrate distinct underlying mechanisms and boundary conditions of intrinsic and extrinsic rewards in shaping individual employee creativity.

프랑스어와 영어 학습자의 내재적 학습 동기 변수와 인식 비교 연구*

The purpose of this study is to provide compared evidences on the definition and variables of intrinsic motivation of French and English learners. In spite of its prevalence and importance, intrinsic motivation in learning has been underestimated and ill-defined. This study highlights the limitations of contemporary studies and suggests implications for further research. In this article, studies on intrinsic motivation in learning are reviewed around two main issues: First, the types and characteristics of student’s motivation; then, the effects of extrinsic rewards on intrinsic motivation to learn. The findings showed that, set aside intrinsic values, all the variables for learning English are significantly higher than those for learning French. However, the results indicated that the intrinsic motivation for learning French is significantly higher than that for learning English.

Undermining Intrinsic Motivation

This paper will examine the possible effects of extrinsic rewards on intrinsic motivation in Preschool to College students and argue that extrinsic rewards undermine intrinsic motivation. The Overjustification hypothesis by self-perception theory, as well as the cognitive evaluation theory (CET) will be discussed, including some of the benefits of self-motivation for learning. Various studies will be explored to show that extrinsic rewards reduce intrinsic motivation. Results suggest that students that are offered an extrinsic goal subsequently show less intrinsic interest and demonstrate poorer conceptual learning and performance in the long term. Alternately, students that are regulated by intrinsic motivations experience positive consequences at school. This paper will conclude on the note that intrinsic motivation plays a pivotal role in learning, and that teachers and other social agents can help promote intrinsic goals to motivate conceptual learning and performance, even when students hold a stronger extrinsic goal orientation. Finally, various factors that can enhance and develop intrinsic motivation will be discussed, and suggestions will be provided for further research on this topic.

The Impact of Pay for Performance on Employees’ Creativity: Moderating Effect of Person-job Fit and Mediating Effect of Creative Self-efficacy

Over the past three decades, a debate has being burgeoning in academic circles over the effects of extrinsic rewards on the likelihood of generating creativity. The learning theoretical approach has suggested that promised reward may bolster creativity by establishing a contingency between novel behavior and reinforcement. This view has been supported by a variety of studies, in which rewards offered for high performance have indeed increased creativity. However, a competing humanist approach has made the very opposite prediction, asserting that promised reward should undermine creativity by reducing perceived autonomy and thereby undermining the intrinsic motivation posited to drive creativity. It has also been proposed within this camp that promised rewards reduce creativity by drawing attention toward the rewards rather than the creative process. In previous studies, the relationship between pay for performance (PFP) intensity and creativity is inconclusive. In this study, we propose a process model based on social cognitive theory to explain how and when PFP affect individual creativity. Based on the cognitive evaluation theory and the learned industriousness theory, it is hypothesized that there is an inverted U shape relationship between PFP and creativity, and the impact of PFP on creativity is mediated by creative self-efficacy based on the social cognitive theory. Additionally, taking an interactional perspective, it is proposed that the interaction between PFP and person-job fit would be significant such that for those employees rating high on person-job fit, the positive effect of intermediate level of PFP on creativity would be stronger and the negative effect of high level of PFP on creativity would be weaker, and this interaction will also be mediated by employees’ creative self-efficacy. Data were collected from 296 dyads of employees and their immediate supervisors in 44 enterprises. The questionnaire for employee included PFP, creative self-efficacy, and person-job fit. Employees’ creativity and job complexity was rated by their immediate supervisors. Theoretical hypotheses were tested by hierarchal regression analysis. Results of analyzing the matched sample showed that PFP had unique reversed U shape indirect effects on employee creativity via creative self-efficacy. Further, moderated path analysis revealed person-job fit augmented intermediate PFP’s direct positive effect on creative self-efficacy and indirect positive effect on creativity, and attenuated high PFP’s direct negative effect on creative self-efficacy and indirect negative effect on creativity. In contrast to previous studies, the research demonstrated that employees would achieve highest creativity at intermediate level of PFP, this result clarified the relationship between objective incentive intensity and employees’ creativity in workplace. Second, by examining the mediating effect of creative self-efficacy, the results contributed to our understanding on the mechanism through which PFP influence creativity. Finally, through investigating the moderating effect of person-job fit, we confirmed it as an important bounded condition of the effect of PFP on employees’ creativity.

국내 창조산업 콘텐츠 진흥정책의 동기구축효과에 관한 연구 -수혜자 만족도를 중심으로-

This study explores the performances of Korean content policies to subsidize creative content industry. This study conducts survey on 402 creative industry employees. Research result shows that the current policy has some effects of extrinsic rewards on intrinsic motivation in subjects` perception of market development. Besides the perception, however, Korean subsidize policy sees to have low performances in general. The findings suggests that the industry subjects are not satisfied with the current policies. It is necessary to reconsider the direction of the contests policy.

"Rewards and Creativity: Moderating Effects of Reward Importance, Locus of Control, and Self-Efficacy"

In contrast to the consistent and positive effect of intrinsic rewards on creativity, research on the effect of extrinsic rewards on creativity has yielded mixed and non-conclusive results. We iden...

The effect of extrinsic rewards on public and private sector employees' psychological empowerment: a comparative approach

This paper examines the impact of five extrinsic rewards (financial incentives, promotion opportunities, organisational prestige, relations with supervisor and relations with peers) on employees' psychological empowerment. Further, the present study compares these effects and the level of psychological empowerment between public and private employees. The results demonstrated that extrinsic rewards differentially affected both samples. Financial incentives, promotion opportunities and organisational prestige had a stronger effect on private employees' psychological empowerment, whereas relations with supervisor and peers were significant predictors of public employees' psychological empowerment. The results also indicated that private employees experience greater psychological empowerment, meaning and impact than public counterparts.

The Effect of Extrinsic Rewards on Knowledge Sharing in a Team Setting

This study investigates the effect of extrinsic rewards on knowledge sharing in a team setting. It also examines whether certain environmental conditions can facilitate individuals’ continued motivation to share knowledge. I perform an experiment with 113 students from accounting and management classes that have team projects. Results suggest that explicitly rewarding knowledge sharing can increase individuals’ knowledge-sharing behaviors and, in the right environment, their internalization of the motivation to share knowledge.

Job retention in child welfare: Effects of perceived organizational support, supervisor support, and intrinsic job value

This study uses a social exchange framework to address child welfare job retention. Data collected from an in-person survey of child welfare staff (Time 1) and staff retention information collected 15–17 months later (Time 2) were used to test hypotheses regarding the effects of extrinsic rewards, perceived organizational support, supervisor support, and intrinsic job value on job retention. Logistic regression and multilevel logistic regression models were conducted to assess the relative effects of individual- and organization-level influences on maintaining a child welfare job. Factors positively associated with job retention included the perceptions that an employer promoted life–work balance, that a supervisor was supportive and competent, and that few other job alternatives were available. In addition, organization-level turnover rates and unmeasured organizational characteristics affected the likelihood of job retention.

Classroom motivation strategies for prospective teachers

National surveys indicate that student motivation is a principal concern of teachers, yet few publications within the teacher education literature directly address how teachers can best apply established motivational principles. Pivotal to mobilizing student motivation is understanding the role of rewards in sustaining productive task engagement. This article examines the difference between intrinsic and extrinsic motivation for academic learning, the relative value of intrinsic and extrinsic motivation, the effects of extrinsic rewards on intrinsic motivation, the potential compatibility of cognitive and behavioral perspectives of student motivation, and research‐based recommendations for promoting classroom motivation.

Performance-Undermining Effects of Baseball Free Agent Contracts

Research on the effects of extrinsic rewards on subsequent levels of intrinsic motivation and performance has produced conflicting results. In the present study, player statistics were obtained on 33 major league baseball free agents for two seasons prior to, and two seasons after, the signing of the contract. Results suggest that the new contract, particularly its substantial pay raise, caused a decrease in immediate postcontract performance. In addition, there was some evidence that performance output recovered to its precontract level in the second season postcontract. Findings are discussed with respect to previous work on intrinsic to extrinsic motivational shifts and the overjustification effect.