Lecture 5b: Cognitive Evaluation Theory

Question 1

How do you measure IM? (operational definition)

Answer 1

1. free choice measure (e.g from 1 to 10, how much do you enjoy?)
2. self reports interest and enjoyment
3. domain focused measures (e.g. IM for school)

Question 2

What were the findings based on Deci’s et al’s 1999 Meta-analysis?

Answer 2

1. tangible rewards had a significant negative effect on IM for interesting tasks - every type of expected tangible rewards made contingent to performance undermine IM
2. Verbal rewards (‘positive feedback’) had a positive effect - does not undermine IM ‘you’re doing great’
3. No undermining when the reward is unexpected
4. Undermining effects stronger for behaviour than self-report
5. threats, deadlines, competitions, directives, controlling interpersonal contexts also undermine IM.

Question 3

What is - Cognitive Evaluation Theory

Answer 3

• a sub theory of SDT
• to specify the factors in social contexts that produce variability in IM
• any event that affects feelings & perception of autonomy or of competence will affect IM
• events have two functional components: informational vs controlling

Question 4

characteristics of the informational aspect:

Answer 4

• a sense of choice of what to do
• high degree of self- determination
• perceive an internal locus of causality, origin
• increase IM

Question 5

characteristics of the controlling aspect:

Answer 5

• pressure to act, think or feel a particular way
• low degree of self-determination
• perceive and external locus of causality
• decrease IM

Question 6

What are the 4 propositions?

Answer 6

1: “External events will affect intrinsic motivation to the extent that they influence the PLOC for that behaviour” (a- Ext PLOC > Decreased IM; b- Int PLOC > Increased IM)

#4: "intrapersonal events > can have varied functional significance; Internally informational events > enhance IM; internally controlling events undermine IM"
- this is only applicable to interesting task

Question 7

What is the reason behind the lost of initial interest after extrinsic rewards are given?

Answer 7

• overjustification of rewards
• a self-perception that the activity is being performed for the rewards rather than the activity itself
• shift in attention towards external rewards
• a feeling that LOC has shifted externally
• a sense of competence and self-determination through free-play has been undermined due to externally imposed constraints or controls.

Question 8

What are the 6 implications of CET?

Answer 8

• provide for successful experiences
• use unexpected, task-noncontingent rewards
• use positive verbal rewards
• careful use of tangible rewards
• interpersonal style
• provide choice (do not make people feel like they are being forced into the situation)

Question 9

Which is better? Autonomy-supportive VS controlling

Answer 9

• Autonomy‐supportive teachers catalyse in their
  students greater IM, curiosity, and desire for challenge
• Students who are controlled not only lose initiatives
  but also learn less well, esp in conceptual, creative
  tasks