Engagement in Classroom Learning: Creating Temporal Participation Incentives for Extrinsically Motivated Students through Bonus Credits

Autor/in	Rassuli, Ali
Titel	Engagement in Classroom Learning: Creating Temporal Participation Incentives for Extrinsically Motivated Students through Bonus Credits
Quelle	In: Journal of Education for Business, 87 (2012) 2, S.86-93 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2011.570808
Schlagwörter	Learner Engagement; Student Motivation; Rewards; Incentives; Models; Wages; Self Determination; Theories; Teaching Methods; Instructional Effectiveness; Labor Supply; Leisure Time; Employment Level; Economics; College Students; Cooperative Learning; Problem Solving; Student Participation + Suchen Sie Ihr Suchwort? Schulische Motivation; Reward; Belohnung; Anreiz; Analogiemodell; Wage; Löhne; Selbstbestimmung; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Labour Supply; Arbeitskräfteangebot; Freizeit; Beschäftigungsgrad; Volkswirtschaftslehre; Collegestudent; Kooperatives Lernen; Problemlösen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Extrinsic inducements to adjust students' learning motivations have evolved within 2 opposing paradigms. Cognitive evaluation theories claim that controlling factors embedded in extrinsic rewards dissipate intrinsic aspirations. Behavioral theorists contend that if engagement is voluntary, extrinsic reinforcements enhance learning without ill effects. The author offers a simple engagement bonus awarding strategy highly adaptable to learners. The model is an application of the labor supply theory and is an extension of the impact of premium wages on incentives to work overtime. Empirical results support the hypothesis that incentives to engage substantially increase as bonus scores increase the opportunity costs of leisure. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10