Independent variable was an extrinsic reward for the particular activity. There were three conditions regarding independent variable – the condition with expected reward, the condition with unexpected reward and the condition of the absence of reward. The dependent variable was extrinsic and intrinsic motivation of children.
The design of the study was the field experiment what allowed examining motivation of individuals in their familiar environmental conditions. Researchers observed subjects of the study before the experiment to see what activity is the most intrinsically interesting one for subjects. Also, observations for subjects were conducted in the post-experimental period to see how much time and interest children from three experimental groups demonstrated in the target activity (Lepper, Greene& Nisbett, 1973).
During the experimental stage participants from two experimental groups were invited to experimental room individually. Experimenters told subjects of “expected-reward” group that they have the opportunity to receive the reward for their pictures. Participants of second “unexpected-reward” group did not know about potential reward but they received it at the end of their drawing activity. Participants of the control group did not visit experimental room (Lepper, Greene& Nisbett, 1973).
In the current experiment, children were participants of the study. Before the experiment, they demonstrated the interest in drawing so researchers concluded that they were intrinsically motivated to draw.
In the experimental condition, one group of children got an external reward for their drawing activity. So children had become extrinsically motivated in that situation. Even in several weeks after children had been extrinsically motivated to draw, they continued to demonstrate low intrinsic motivation to draw in comparison to those children who in experimental conditions have not received any reward or received unexpected reward for their drawing activity.
Results of the study demonstrated that extrinsic motivation in a particular activity is likely to decrease intrinsic motivation in this activity even if an individual had inner interest to this activity before one got a reward (extrinsic motivation) for it.
I believe that there are many situations in humans` everyday life when providing of external rewards is necessary and can lead individuals to success and high results. People cannot be interested intrinsically in every activity; they cannot enjoy the process of every activity in their life. There are some cases when individuals need to see the final goal and consider a particular activity only as means to achieve this desirable goal.
For example, one my friend enjoyed learning psychology. He was intrinsically motivated to study psychology, to read psychological articles and books, etc. However, he was becoming the most active in studying psychology when he knew that there is the opportunity for him to get the good grade from his instructors, teachers.
If my friend was motivated only intrinsically he would probably read only those books and articles he liked and would not have strived to get high grades from his teachers. If my friend was led only by inner interest to the activity he would have demonstrated low academic success, etc.
Another example of a situation when extrinsic motivation can be necessary is the situation of the person who must do urgent work. Let`s imagine an individual who likes his /her job, who is intrinsically motivated to do the job. However, imagine that this person got urgent work, but he/she is very tired to enjoy the process of doing this job.
On the one hand, a person does not feel intrinsic motivation to do the work. On the other hand, if one will reject to do this task he/she will receive some punishment (emotional, financial, etc.). In this case, extrinsic motivation (the desire to avoid punishment) will save a person from negative consequences.
References
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the" overjustification" hypothesis. Journal of Personality and social Psychology, 28(1), 129.
