Alfie Kohn: Rewards for learning can have the opposite effect – demotivation

Contents:

• Why rewards have become a given
• Why rewards don't work in learning
• How to avoid rewards in the learning process

Psychologists say that intrinsic motivation is the most effective. However, it's often necessary to engage people in the process and encourage them to continue their progress using external incentives—such as grades, rewards, and feedback. While these approaches may seem positive at first glance, they can have negative consequences. Renowned American psychologist Alfie Kohn, in his book "Reward Punishment: What's Wrong with Grades, Motivation Systems, Praise, and Other Bribes," emphasizes that such methods can weaken intrinsic motivation and reduce interest in the process. It's important to find a balance between intrinsic and extrinsic factors to ensure sustainable motivation and development. In this article, we'll briefly review the author's main ideas. We'll analyze key points and provide a clear understanding of his views and concepts. This will help readers better understand and appreciate the content.

• how rewards became natural and why they turned out to be harmful;
• what exactly people want much more than rewards;
• why the promise of a reward can even destroy motivation;
• why we should abandon grades and what to do if this is not an option;
• is it true that detailed feedback can also be harmful;
• how to structure the learning process and form a program to minimize harm.

Why Rewards Became a Given

Kohn identifies the key problem with the reward system: it is an attempt to control people. Rewards, like punishments, are designed to encourage or force people to do things they would not do on their own. While such a system may be effective in maintaining order, it is ineffective in developing independent thinking in students or improving the quality of employee performance. In such conditions, both rewards and threats fail to foster genuine progress and self-realization.

Rewards are popular for several reasons. Kohn attributes this to a habit formed in childhood: people are rewarded for "good behavior," successfully completing tasks, or learning lessons. This practice continues into adulthood, when employees are given bonuses for high-quality work and managers are motivated by stock options. Rewards for meeting requirements are perceived as a "principle of how the world works" and a "fundamental law of human relations," Kohn argues. This reward system fosters positive relationships within the team and promotes increased performance.

The "do this and you will get that" formula, according to Kohn, reflects the popular version of behaviorism that has taken root in the mass consciousness. A fundamental element of this theory is operant conditioning: if a specific action is accompanied by a reward, the likelihood of its repetition increases. Although classical behaviorism has largely lost its relevance and given way to cognitive approaches, its simplistic interpretation continues to influence our thinking, argues Kohn.

Alfie Kohn argues that the assumption that we learn or work solely for reward is not only incorrect but also demeaning. This view is shared by many, including even less radical behaviorists than Skinner. Kohn emphasizes that this view simplifies the complexity of human motivation and ignores important aspects, such as intrinsic drives and interests. Understanding motivation requires a deeper analysis than a simple connection between behavior and reward.

Kohn believes that the existing understanding of human nature is flawed for several reasons. First, it simplifies the complex nature of humans, reducing their actions and motives to primitive instincts. This fails to take into account the depth of the emotional and social factors that influence behavior. Second, this perception ignores the cultural and historical contexts that shape personality. Human nature is not static; it is subject to change depending on the environment and society. Thus, it is necessary to consider a person as a multidimensional being, whose actions are determined not only by biological factors, but also by social, cultural and psychological aspects, which makes the understanding of human nature more complex and realistic.

Why Rewards Don't Work in Learning

Some modern psychologists continue to view people as "inert objects" and "passive creatures" who require stimulation through various rewards. However, more and more researchers are recognizing that humans are naturally curious about both themselves and the world around them. People strive to overcome obstacles, master new skills and competencies, and reach a higher level of complexity in the tasks they study or perform. This active desire for development and self-improvement emphasizes the dynamic nature of the human psyche and the importance of creating conditions for personal growth.

Self-determination theory, developed by psychologists Richard Ryan and Edward Deci, presents a unique understanding of human motivation. According to this theory, the most important factors driving a person are not external incentives, but rather the desire for connection with others, a sense of one's own competence, and, most importantly, autonomy—the ability to make independent decisions. This theory emphasizes that intrinsic motivation and the desire for independence play a key role in shaping behavior and achieving personal goals.

Alfie Kohn emphasizes the importance of control over one's own life and the ability to choose one's future. He notes that, all things being equal, we tend to avoid activities where we feel like mere pawns. This approach emphasizes the importance of autonomy and personal responsibility in decision-making, which in turn can contribute to deeper engagement and satisfaction with life.

According to Ryan and Deci, rewards contribute to a deeper awareness of the results achieved and also demonstrate the level of control over them. Alfie Kohn argues that the more intensely we feel this, the more likely we are to lose interest in a given activity. Rewards thus play an important role in motivation, but overreliance on them can lead to the opposite effect.

The scientist supports his claims with numerous studies and experiments conducted over fifty years ago. This data serves as a reliable basis for his conclusions.

• Louise Miller's experiment in 1961. When behaviorism was still popular, a researcher at the University of Kentucky asked 72 nine-year-old boys to spot differences in similar drawings. Some were given a monetary reward for success, while others were simply told whether their answer was correct. Miller thought that children who expected a reward would answer better. But it turned out that those who were looking for money were much more likely to make mistakes.
• An experiment by Edward Deci in 1971. Students were asked to learn how to create newspaper headlines that followed given rules. Those who were paid for each completed headline stopped improving their results, while participants who did not receive money performed increasingly better.
• A study by Carl Viesti in 1971. Students were asked to look at a page and choose the template least similar to two others on the same page. It turned out that those who were not offered a reward performed significantly better than those who were promised a material reward. English: The results did not change when the prize amount was increased.

By the early 1980s, according to Kohn, it was no longer possible to claim that the most effective way to motivate employees was to use material incentives.

Research has repeatedly confirmed that the offered incentives can distract subjects from completing tasks and lead to a decrease in their intellectual activity. Alfie Kohn hypothesizes that reward recipients begin to think in the following way: "If they come up with motivation for me, then I am unlikely to do it of my own free will." This indicates that external incentives can negatively affect intrinsic motivation and the level of involvement in the process.

According to an article by psychologist Kenneth McGraw, Kohn presents two key conditions under which the use of incentives can negatively affect the final result. These conditions are important for understanding how motivation influences behavior and achievement. It is important to keep in mind that not all forms of incentives lead to positive results; In some cases, they can reduce intrinsic motivation and have the opposite effect. Research shows that the use of rewards should be carefully considered to avoid undesirable consequences and ensure maximum effectiveness.

• The task is already interesting enough for the performer, and the reward becomes an excessive motivator.
• The task has no obvious solution. This means that rewards are harmful when used to stimulate creativity, Kohn concludes.

Rewards can have a short-term effect on motivation. For example, in one experiment, schoolchildren received rewards for participating in math games for twelve days. At first, the children were actively engaged in the process, but as soon as the rewards stopped, their interest quickly waned. As a result, the level of engagement was even lower than that of the control group, which did not receive any rewards. This phenomenon is observed not only in children but also in adults, as evidenced by another study. Thus, the use of rewards requires a careful approach so as not to reduce motivation in the long term.

Rewards are usually are unable to change a person's attitudes and emotional reactions, which determine their behavior, notes Alfie Kohn. This statement emphasizes the importance of intrinsic motivation and awareness of one's own values. Instead of relying on external incentives, it is important to develop intrinsic motivation, which promotes more sustainable and positive changes in behavior.

The more we use rewards, the more necessary they become in the future. Frequently offering you rewards for doing what I ask of you contributes to the development of dependence on these rewards. Thus, the more I offer you incentives for desired actions, the more you begin to expect and demand them from me. This creates a cycle in which rewards become increasingly important for maintaining motivation.

According to Kohn, extrinsic motivation can have a negative impact on our autonomy. Such detrimental types of motivation include threats, orders, surveillance control, expectation of evaluation, time constraints, and competition. These factors can suppress intrinsic motivation, leading to a decrease in initiative and creativity. It is important to recognize how external stimuli can influence our behavior and take steps to create a more favorable and supportive environment that promotes independence and inner development.

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The unusual practice "Sweet Road" offers an interesting approach Towards intrinsic motivation. Instead of focusing on external rewards such as awards or recognition, this method emphasizes creating a comfortable and enjoyable atmosphere for goal achievement. By using game elements like bubbles, participants can more easily overcome challenges and find joy in the process. This not only increases personal motivation but also improves overall quality of life, making the journey toward goal achievement more engaging and inspiring. This practice can be an effective tool for those striving for self-improvement and finding harmony in life.

How to Avoid Rewards in the Learning Process

A psychologist recommends creating a motivating environment that will provide "clear and meaningful choice options" and significantly increase the likelihood of increased student or employee interest in the tasks being performed. How can such an environment be created? It is important to introduce elements that promote active engagement and self-development. Using a clear reward system, ensuring the availability of necessary information and resources, and creating an atmosphere of support and cooperation will help create conditions in which everyone can show initiative and interest in their work or studies.

One of the most common forms of reward in the educational process is grades. The grading system has been repeatedly criticized, and not without reason: according to psychologists, it only divides students into groups from which it is almost impossible to escape. Moreover, grades are often subjective in nature, as Alfie Kohn emphasizes. This opinion is supported by both foreign and Russian scientific research.

The scientist strongly recommends eliminating grades in the educational process. However, given that education systems around the world are unlikely to adopt such changes in the near future, he offers several recommendations for reducing the negative impact of grades on students. It is important to focus on the development of skills and knowledge, rather than numbers. The use of alternative assessment methods, such as formative assessment and feedback, can help create a more supportive learning environment. It is also worth emphasizing the individual success of each student, which will increase motivation and engagement in learning.

• Limit the number of assignments for which grades are awarded;
• Reduce the number of possible grades to only two (for example, "excellent" and "incomplete");
• Do not assign grades based on a rating principle;
• Never assign grades during the process of mastering the material. Until new knowledge is fully absorbed, students need to be given "time to doubt and exercise caution";
• Involve students in the assessment process. Let students work with you to develop criteria for determining their academic progress, and then evaluate themselves "within reasonable practical limits." Students should also be involved in discussing other innovations.

Alfie Kohn emphasizes that the problem lies not in the assessments themselves, but in the assessment process as a whole. Assessment causes discomfort not only for students but also for teachers. For example, few teachers enjoy being assessed by administration. At first glance, it would seem possible to move to more effective feedback methods. However, even this has its challenges, Kohn notes.

Feedback is a more effective tool than traditional assessment, but this does not guarantee its constructiveness. Research covering over 600 experimental comparisons shows that even the clearest feedback can negatively impact productivity. In cases where feedback does have a positive impact, its significance is often insignificant, and the learning results are superficial.

The psychologist notes that the outcome of work is sometimes obvious. For example, if you plant a flower, you will either see a sprout or not. The same applies to writing a story: whether the ending is successful will be determined by the reader's reaction. In such cases, discussing the quality of the work may be futile, as it distracts the student from the process itself and focuses their attention on the desire for praise. It is important to focus on the creative process itself, not on external evaluation.

Feedback, like evaluation, should not be perceived as final, believes Alfie Kohn. It plays an important role in the intermediate stages, even if it is formative. Good feedback is not praise, but a question. Ideally, it is the provision of information at the recipient's request. Effective teachers and managers are more likely to ask questions like "How can I help?" and "What do you need to know?" rather than simply sharing their opinions. This approach promotes deeper understanding and development, which makes the learning and management process more productive.

Reading useful materials helps to broaden your horizons and improve your skills. Regularly reading new articles and research allows you to stay abreast of the latest trends and news in various fields. Use high-quality sources of information to enhance your skills and deepen your knowledge. Don't forget to share interesting findings with colleagues and friends for a more effective exchange of experiences. Read also: Feedback in modern schools often leaves much to be desired, which negatively impacts the learning process. Teachers don't always provide students with constructive feedback, which hinders their development. Furthermore, students may not receive sufficient information about their successes and shortcomings, which prevents them from effectively working on their mistakes. To improve the situation, it is necessary to implement a systematic approach to feedback. Teachers should pay more attention to the individual needs of students, providing them with specific recommendations and advice for improvement. It is also important to develop a culture of open dialogue between students and teachers so that students can freely express their thoughts and ask questions. Modern technology can be a reliable assistant in this process. The use of online platforms and applications for feedback can significantly simplify communication and make it more accessible. Regular surveys and questionnaires will help collect student opinions on the quality of learning and satisfaction.

Ultimately, effective feedback in schools not only promotes better learning but also builds student confidence, which is an important aspect of their personal and academic development.

Avoiding grades is not the only condition for creating a stimulating learning environment. Alfie Kohn also emphasizes the importance of creating a learning process that will engage both children and adults. To achieve this goal, several key principles should be followed. It is important to ensure participant engagement, offer a variety of teaching methods, and maintain an atmosphere conducive to exploration and self-expression. This will make learning more engaging and effective, which in turn will promote better results and the development of critical thinking.

• Learning must be active. "Not only young children but also adults tend to learn more effectively when they have the opportunity to see, touch, and do something than when they simply sit at a desk and listen," explains Kohn.
• Each task must have a clear purpose. In one study, Kohn notes, the teacher's inability to convey the meaning of certain exercises was the main reason for students' low interest in them.
• Students need to be inspired to be curious. Kohn, citing another study, warns: "Ideas that are too different from existing views are more likely to be questioned or rejected; ideas that are consistent with existing information are simply ignored."
• Students need to be led by example. A teacher can, for example, admit they don't know something or persist in doing something that doesn't work the first time.
• A teacher should welcome mistakes. For an experienced teacher, mistakes reveal a student's reasoning process. It's also important to understand that students who are afraid of making mistakes are less likely to ask for help.
• Competition should be replaced with teamwork. Alfie Kohn recommends encouraging students to work as a team instead of "pitting them against each other and pushing them into corners." It's important to help them get used to turning to each other if they have an idea or question.

Changing the educational environment is only the first step to improving the learning process. It's also important to pay attention to the content of the curriculum. Unattractive assignments can cause negative emotions in students and a reluctance to complete them. Instead of punishing students for disobeying discipline, it's worth making learning assignments more interesting and engaging. Alfie Kohn emphasizes that variety and innovation in exercises can increase student motivation and make the learning process more effective. Optimizing the level of task difficulty is key to maintaining interest and motivation. Tasks should be balanced: they should not be too easy to avoid boredom, nor so difficult that they create a feeling of fear of failure. This approach is consistent with the principles of Lev Vygotsky's social constructivism and Mihaly Csikszentmihalyi's flow theory. Creating a harmonious level of difficulty allows for the effective development of skills and confidence, which ultimately leads to deeper engagement and a positive learning experience. According to psychologist Kohn, intrinsic motivation is enhanced when students receive a variety of tasks. This approach helps to smooth out inequalities between students, as each has unique skills: some are better developed, while others are weaker. A variety of task types provides an opportunity for everyone to demonstrate their strengths. Additionally, assigning different tasks to individual students or groups can reduce the likelihood of social comparison. Thus, creating an inclusive learning environment promotes increased motivation and engagement for all participants.

Enriching tasks can significantly enhance their appeal, especially with gamification elements. For example, a programming course can be organized in the format of a captivating fantasy story, making the learning process more engaging and motivating for students. Implementing such methods not only improves engagement but also promotes better retention of the material, ensuring more effective programming mastery.

Alfie Kohn concludes by arguing that for many people, the use of rewards has become a habitual and natural process. He notes that the book's evidence of the futility of rewards may displease such readers. Kohn also expresses hope that this will challenge their perceptions. It is important to understand that questioning ingrained assumptions is an act of courage and flexibility, which are essential for every good educator and parent. Rethinking traditional approaches to motivation can be an important step toward more effective engagement with children and students.

Reading is an essential part of our lives, promoting the development of thinking and broadening our horizons. It not only helps us acquire new knowledge but also develops analytical skills. In today's information-saturated world, quality literature can be a source of inspiration and motivation. Reading books, articles, and other materials enriches our inner world and allows us to better understand the reality around us.

If you are looking for new sources of reading, consider different genres, such as science fiction, historical novels, or scientific research. This will not only diversify your leisure time but also help you gain a deeper understanding of the topics that interest you.

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