Students' perceptions of rewards for academic performance by parents and teachers: relations with achievement and motivation in college.
In the present study, the authors examined college students' (N= 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for students' grades were common at all levels of schooling. Reward history related significantly to students' motivational orientation and performance in college, and these relations were generally stronger for boys than for girls. The authors discuss implications of these findings.
Davis
Kelly D
KD
Human Development and Family Studies, The Pennsylvania State University, University Park 16802, USA. kdavis@psu.edu
Winsler
Adam
A
Middleton
Michael
M
D000293:Adolescent; D000328:Adult; D001290:Attitude; D002648:Child; D004522:Educational Status; D005178:Faculty; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D009042:Motivation; D010290:Parents / Q000523:psychology*; D012201:Reward; D012737:Sex Factors; D013334:Students / Q000523:psychology*