Effects of Cooperative Versus Individual Study on Learning and Motivation After Reward-Removal

Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995 ). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestne...

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Bibliographic Details
Published in:The Journal of experimental education 2012-01, Vol.80 (3), p.246-262
Main Authors: Sears, David A., Pai, Hui-Hua
Format: Article
Language:English
Subjects:
Comparative Analysis
Cooperative Learning
Dyadic interaction
Effects
Incentives
Learning Motivation
Measures (Individuals)
Motivation
MOTIVATION AND SOCIAL PROCESSES
Music
Music Activities
Music Education
Music Reading
Pretests Posttests
Reinforcement
reward
reward-removal
Rewards
Teacher evaluations
Teaching Methods
transfer
Transfer of Training
Undergraduate Students
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Summary:Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995 ). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestner, & Ryan, 1999 ; Lepper, 1988 ). This may be because the effects of reward-removal are not typically assessed in studies of cooperative learning whereas they typically are in studies of individuals. Alternatively, rewards and their removal might function differently for groups than individuals. The present study tested the hypothesis that groups would show less detrimental effects of reward-removal than individuals. Results showed a significant interaction where dyads increased their performance after reward-removal, while individuals showed a decrease on difficult transfer questions.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.2011.602372