Abstract
This article was migrated. The article was marked as recommended. Introduction: To increase the motivation of students at small group seminar education sessions, teachers and institutions often revert to rewarding the prepared students and/or punishing those who did not prepare. How effective is that? We sought to find theoretical claims or disclaims for this policy from Self-Determination Theory, which is an important contemporary theory about motivation. SDT distinguishes intrinsic and extrinsic motivation and provides evidence for the use of rewards and punishments. Aim: The primary aim was to explore the effects of extrinsic rewards and negative incentives on the intrinsic motivation in the literature. A secondary goal was to provide practical tips for teachers to improve the motivation of medical students. Results: Verbal rewards can increase the intrinsic motivation. Unexpected tangible and task-non-contingent tangible rewards appear to have no detrimental effect on the intrinsic motivation. All other expected tangible rewards and negative incentives, like threats and deadlines, have been found to undermine the intrinsic motivation. Autonomous self-regulated learning (intrinsic motivation, identified regulation and/or integrated regulation) is associated with high quality learning and well-being. Autonomous self-regulated learning is therefore the desired drive for learning and can be supported by a teacher via satisfying the needs for autonomy, competence and relatedness. Conclusion: Extrinsic rewards and negative incentives should be avoided as they both undermine the intrinsic motivation. Autonomous self-regulated learning leads to more effective learning. Several practical tips that support one of the three basic psychological needs are discussed. Most are relatively easy to apply and stimulate autonomous self-regulated learning.