Intrinsic Motivation and Extrinsic Incentives Jointly Predict Performance: A 40-Year Meta-Analysis
More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intr...
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Veröffentlicht in: | Psychological bulletin 2014-07, Vol.140 (4), p.980-1008 |
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description | More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a "crowding out" fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses. |
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This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a "crowding out" fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses.</description><identifier>ISSN: 0033-2909</identifier><identifier>EISSN: 1939-1455</identifier><identifier>DOI: 10.1037/a0035661</identifier><identifier>PMID: 24491020</identifier><identifier>CODEN: PSBUAI</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic Achievement ; Achievement ; Biological and medical sciences ; Contingencies ; Crowding ; Educational psychology ; Educational Status ; Employee Motivation ; Female ; Fundamental and applied biological sciences. Psychology ; Human ; Humans ; Incentives ; Intrinsic Motivation ; Job satisfaction ; Male ; Meta-analysis ; Moderators ; Motivation ; Occupational psychology ; Personality. Affectivity ; Predictive validity ; Productivity ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Regression analysis ; Reward ; Rewards ; Schools ; Systematic review ; Variance ; Work condition. Job performance. Stress</subject><ispartof>Psychological bulletin, 2014-07, Vol.140 (4), p.980-1008</ispartof><rights>2014 American Psychological Association</rights><rights>2015 INIST-CNRS</rights><rights>PsycINFO Database Record (c) 2014 APA, all rights reserved.</rights><rights>2014, American Psychological Association</rights><rights>Copyright American Psychological Association Jul 2014</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a538t-337cd4aac31ecca5008a1debf743b9063ca379790c28f608cdb4847b69cd0d623</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902,30976,30977</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=28611779$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24491020$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Hinshaw, Stephen P</contributor><creatorcontrib>Cerasoli, Christopher P</creatorcontrib><creatorcontrib>Nicklin, Jessica M</creatorcontrib><creatorcontrib>Ford, Michael T</creatorcontrib><title>Intrinsic Motivation and Extrinsic Incentives Jointly Predict Performance: A 40-Year Meta-Analysis</title><title>Psychological bulletin</title><addtitle>Psychol Bull</addtitle><description>More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a "crowding out" fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses.</description><subject>Academic Achievement</subject><subject>Achievement</subject><subject>Biological and medical sciences</subject><subject>Contingencies</subject><subject>Crowding</subject><subject>Educational psychology</subject><subject>Educational Status</subject><subject>Employee Motivation</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Incentives</subject><subject>Intrinsic Motivation</subject><subject>Job satisfaction</subject><subject>Male</subject><subject>Meta-analysis</subject><subject>Moderators</subject><subject>Motivation</subject><subject>Occupational psychology</subject><subject>Personality. Affectivity</subject><subject>Predictive validity</subject><subject>Productivity</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Regression analysis</subject><subject>Reward</subject><subject>Rewards</subject><subject>Schools</subject><subject>Systematic review</subject><subject>Variance</subject><subject>Work condition. Job performance. Stress</subject><issn>0033-2909</issn><issn>1939-1455</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqN0k2LFDEQBuAgijuugr9AAiJ4sLXS-fY2LKuO7OIe9OApVKfTkKUnPSbd4vx7s-6MCx7UUyD1UEXqDSFPGbxmwPUbBOBSKXaPrJjltmFCyvtkVW9501qwJ-RRKdcAoKXiD8lJK4Rl0MKKdJs055hK9PRymuN3nOOUKKaenv84FjbJh1RrodCPU0zzuKdXOfTRz_Qq5GHKW6ziLV1TAc3XgJlehhmbdcJxX2J5TB4MOJbw5HCeki_vzj-ffWguPr3fnK0vGpTczA3n2vcC0XMWvEcJYJD1oRu04J0FxT1ybbUF35pBgfF9J4zQnbK-h161_JS8vO27y9O3JZTZbWPxYRwxhWkpjikG1hij1b-plMbaliv7H1QAY62WptLnf9Dracl1C78Ur6JV_O8KWJ1pmLwb6_NUSg6D2-W4xbx3DNxN5u6YeaXPDg2Xbhv63_AYcgUvDgCLx3HINa5Y7pxRjGl989RXtw536HZl7zHP0Y-h-CXn-gNct4yOCXDCWQP8J8Gev6E</recordid><startdate>20140701</startdate><enddate>20140701</enddate><creator>Cerasoli, Christopher P</creator><creator>Nicklin, Jessica M</creator><creator>Ford, Michael T</creator><general>American Psychological Association</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PHGZM</scope><scope>PHGZT</scope><scope>PKEHL</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7X8</scope></search><sort><creationdate>20140701</creationdate><title>Intrinsic Motivation and Extrinsic Incentives Jointly Predict Performance: A 40-Year Meta-Analysis</title><author>Cerasoli, Christopher P ; Nicklin, Jessica M ; Ford, Michael T</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a538t-337cd4aac31ecca5008a1debf743b9063ca379790c28f608cdb4847b69cd0d623</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Academic Achievement</topic><topic>Achievement</topic><topic>Biological and medical sciences</topic><topic>Contingencies</topic><topic>Crowding</topic><topic>Educational psychology</topic><topic>Educational Status</topic><topic>Employee Motivation</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Humans</topic><topic>Incentives</topic><topic>Intrinsic Motivation</topic><topic>Job satisfaction</topic><topic>Male</topic><topic>Meta-analysis</topic><topic>Moderators</topic><topic>Motivation</topic><topic>Occupational psychology</topic><topic>Personality. Affectivity</topic><topic>Predictive validity</topic><topic>Productivity</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Regression analysis</topic><topic>Reward</topic><topic>Rewards</topic><topic>Schools</topic><topic>Systematic review</topic><topic>Variance</topic><topic>Work condition. Job performance. Stress</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cerasoli, Christopher P</creatorcontrib><creatorcontrib>Nicklin, Jessica M</creatorcontrib><creatorcontrib>Ford, Michael T</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest Central (New)</collection><collection>ProQuest One Academic (New)</collection><collection>ProQuest One Academic Middle East (New)</collection><collection>ProQuest One Psychology</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><jtitle>Psychological bulletin</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cerasoli, Christopher P</au><au>Nicklin, Jessica M</au><au>Ford, Michael T</au><au>Hinshaw, Stephen P</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Intrinsic Motivation and Extrinsic Incentives Jointly Predict Performance: A 40-Year Meta-Analysis</atitle><jtitle>Psychological bulletin</jtitle><addtitle>Psychol Bull</addtitle><date>2014-07-01</date><risdate>2014</risdate><volume>140</volume><issue>4</issue><spage>980</spage><epage>1008</epage><pages>980-1008</pages><issn>0033-2909</issn><eissn>1939-1455</eissn><coden>PSBUAI</coden><abstract>More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a "crowding out" fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>24491020</pmid><doi>10.1037/a0035661</doi><tpages>29</tpages></addata></record> |
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subjects | Academic Achievement Achievement Biological and medical sciences Contingencies Crowding Educational psychology Educational Status Employee Motivation Female Fundamental and applied biological sciences. Psychology Human Humans Incentives Intrinsic Motivation Job satisfaction Male Meta-analysis Moderators Motivation Occupational psychology Personality. Affectivity Predictive validity Productivity Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Regression analysis Reward Rewards Schools Systematic review Variance Work condition. Job performance. Stress |
title | Intrinsic Motivation and Extrinsic Incentives Jointly Predict Performance: A 40-Year Meta-Analysis |
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