The Effect of Token Awards on "Intrinsic" Motivation for Doing Math

The Effect of Token Awards on "Intrinsic" Motivation for Doing Math

A multielement baseline design was used to analyze effects of token rewards delivered contingent upon completion of math problems by two middle-school boys. Time spent on math and amount of math completed increased during reward conditions and were maintained during fading and withdrawal. At follow-...

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Veröffentlicht in:Journal of applied behavior analysis 1999, Vol.32 (3), p.375
Hauptverfasser: McGinnis, J. Christopher, Friman, Patrick C, Carlyon, William D
Format: Artikel
Sprache:eng
Schlagworte:
Behavior Change
Intrinsic Extrinsic Classroom Orientation
Maintenance
Mathematics Instruction
Middle School Students
Middle Schools
Rewards
Student Motivation
Token Economy
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Zusammenfassung:A multielement baseline design was used to analyze effects of token rewards delivered contingent upon completion of math problems by two middle-school boys. Time spent on math and amount of math completed increased during reward conditions and were maintained during fading and withdrawal. At follow-up, results were maintained for one boy but fell below baseline for the other. (Author/DB)
ISSN:0021-8855