Motivation for Sale? Examining Incentives as a Means to Complete Homework
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:45 AM
Abstract
As schools increasingly adopt positive reward systems, questions arise regarding whether these practices actually strengthen motivation. This study examines how incentivizing students to complete homework impacts student motivation. In order to examine this question, I conducted an in depth analysis using Ryan and Deci’s (1999) Self Determination Theory, diving into both the level of motivation and its orientation (intrinsic versus extrinsic). This study is divided into two parts; what professionals see and say about student motivation across the globe and an examination of my own classroom data and practice. The data collected included both incentivized and unincentivized homework, along with student observations, and was analyzed for behaviors and patterns. Comparisons were made between the two sections to determine how successful incentives are with students when it comes to homework engagement. Findings along with literary reviews suggest that motivation is highly influenced by a student’s environment and perceived competence, and extrinsic motivation may help to push some students to complete work, but that effort may only be short lived. Furthermore, many students have a desire to complete work, and extrinsic motivation does not always impact desire.
Motivation for Sale? Examining Incentives as a Means to Complete Homework
CNS Atrium
As schools increasingly adopt positive reward systems, questions arise regarding whether these practices actually strengthen motivation. This study examines how incentivizing students to complete homework impacts student motivation. In order to examine this question, I conducted an in depth analysis using Ryan and Deci’s (1999) Self Determination Theory, diving into both the level of motivation and its orientation (intrinsic versus extrinsic). This study is divided into two parts; what professionals see and say about student motivation across the globe and an examination of my own classroom data and practice. The data collected included both incentivized and unincentivized homework, along with student observations, and was analyzed for behaviors and patterns. Comparisons were made between the two sections to determine how successful incentives are with students when it comes to homework engagement. Findings along with literary reviews suggest that motivation is highly influenced by a student’s environment and perceived competence, and extrinsic motivation may help to push some students to complete work, but that effort may only be short lived. Furthermore, many students have a desire to complete work, and extrinsic motivation does not always impact desire.