Rewarding University Students: Incentivizing Good Behavior With Gifts

Rewarding students for good behaviour is a highly debated topic. While some teachers swear by incentives like stickers, treats, or games, others believe that learning is its own reward and that students should be internally motivated to do what's expected of them. The effectiveness of rewards also depends on the students' demographics, their surrounding environment, and peer influences. This article will explore the advantages and disadvantages of various reward systems for university students and suggest some creative reward ideas.

Characteristics of rewards to give university students for good behaviour

The pros and cons of rewarding students

There are various approaches to rewarding students, and opinions differ on whether it is a good idea. Some teachers and educators swear by incentives, while others believe that learning is its own reward. Those in favour of rewards believe they can help students achieve their goals, while those against argue that rewards can undermine intrinsic motivation.

The Pros of Rewarding Students

Rewarding students can be a way to encourage them and help them achieve their goals. Rewards can be a form of positive reinforcement, showing students that their performance is adequate and deserving of praise. They can also facilitate a student's interest in something they did not originally have an interest in, allowing them to acquire new skills and knowledge. In this way, extrinsic rewards can lead to intrinsic motivation if a student continues to pursue an activity. Rewards can also encourage sustained behaviour change and habit formation.

The Cons of Rewarding Students

The main argument against rewarding students is that it can undermine their intrinsic motivation to learn and engage. Students may come to value the reward more than the learning itself, and lose interest when the reward is removed. Rewards can also be seen as a form of manipulation, and may not result in high-quality learning or an internalisation of the value of a task. They can be a distraction, preventing students from fully engaging with the subject matter. Rewards can also be time-consuming and expensive to implement, and may not have any long-term effects on student behaviour.

Rewards can be a useful tool for teachers, but they must be used carefully and in moderation. They can be effective for keeping students on task, but they are unlikely to promote a love of learning. It is a fine line between encouraging and manipulating, and teachers must be mindful of how students interpret the rewards.

The impact of demographic on reward systems

The effectiveness of reward systems in influencing behaviour is well-established. However, the impact of demographic factors on the efficacy of reward systems is less clear. While research has been conducted on the relationship between reward systems and employee performance, the findings are inconclusive.

Some studies suggest that the impact of a reward system on employee performance is influenced by the organisation's practices and the balance between individualistic and collectivistic cultures. For example, a study on a municipality's reward system found that due to inequality, unfairness, favouritism, and political influence, employees were not rewarded fairly, leading to disengagement from work. This indicates that demographic factors, such as organisational culture, can influence the effectiveness of a reward system.

Additionally, research has shown that total rewards models structured according to individual preferences positively influence efforts to attract, retain, and motivate key employees. This suggests that tailoring reward systems to the preferences of different demographic groups can lead to more competitive reward options and potentially improve retention rates.

Furthermore, it is important to consider the type of reward offered and how it aligns with the values and motivations of the target demographic. For example, in an educational context, some teachers argue that learning is its own reward and that students should be intrinsically motivated to do what is expected of them. Others use tangible rewards such as stickers, treats, or privileges to encourage good behaviour and academic achievement. The effectiveness of these rewards may depend on the age and interests of the students, as well as the specific demographic context.

While the impact of demographic factors on reward systems is complex and multifaceted, it is clear that understanding the preferences and motivations of the target demographic is crucial for designing effective reward systems. Further research and consideration of demographic factors can help organisations and educators optimise their approaches to motivation and behaviour management.

How to create an effective reward system

Creating an effective reward system is a complex task that requires careful consideration of various factors. While some educators advocate for the use of rewards to motivate students, others argue that learning should be its own reward. However, a well-designed reward system can have positive effects on student behaviour and achievement. Here are some guidelines to create an effective reward system:

Understand the Continuum of Intrinsic and Extrinsic Motivation

The motivation continuum represents the extent to which actions are controlled by rewards and the extent to which they are self-determined. As an educator, it is essential to find a balance between intrinsic and extrinsic rewards. Intrinsic rewards, such as interest and enjoyment, are important for students to develop a love of learning. Extrinsic rewards, such as prizes or recognition, can be used as a "quick fix" to motivate students in the short term. However, relying solely on extrinsic rewards can detract from students' internal motivation and have adverse effects on their long-term behaviour.

Choose Appropriate Rewards

The effectiveness of a reward system depends on the value that students place on the reward. For example, if students do not care about grades, using grades as a reward will not serve as a motivator. Consider offering privileges, such as special responsibilities or opportunities to help in the classroom, instead of tangible items. Non-tangible rewards can feel more authentic and promote a sense of community within the classroom. Additionally, consider allowing students to choose their rewards from a list or assigning values to each reward, so they can work towards their desired outcome.

Timing is Key

Rewards must be given shortly after the desired behaviour is exhibited. This way, students will clearly understand why they are being rewarded, and the connection between their actions and the outcome will be reinforced. It is also important to note that rewards should not be given too frequently, as they may lose their effectiveness over time.

Focus on Positive Reinforcement

Positively reinforcing good behaviour is generally more effective than punishing bad behaviour. Punishment can often lead to negative outcomes and a decrease in motivation. Instead, create a classroom environment that nurtures intrinsic motivation and encourages students to take pride in their achievements.

Avoid Unintended Consequences

Be cautious of the potential unintended consequences of a reward system. Students may feel manipulated or controlled if they perceive that they are being bribed to complete tasks. Additionally, some students may feel entitled to a reward every time they exhibit good behaviour, which can lead to a sense of entitlement. It is important to transition students towards intrinsic motivation as they progress towards adulthood, weaning them off the reward system over time.

Non-tangible rewards

University students can be rewarded with non-tangible rewards for good behaviour. These are some examples of non-tangible rewards:

Privileges

Instead of offering gifts, teachers can offer privileges as rewards. These privileges can be designed to benefit the common good of the community. For example, a teacher could enlist the help of students in taking care of a class pet. The privilege of helping with this special responsibility can serve as a reward for good behaviour.

Private words of encouragement

Teachers can offer private words of encouragement to students who exhibit good behaviour. This can be done in place of, or in addition to, public recognition at school assemblies.

Connect to students' interests

Teachers can create lessons and activities that draw on students' existing interests, values, and goals. This can help to keep students engaged and motivated without relying solely on external rewards.

Offer choices

Teachers can give students choices when it comes to rewards. For example, provide a list of options or assign values to each reward, so students can save up for a desired reward. This can help students feel more invested in their behaviour and achievements.

Focus on intrinsic motivation

While rewards can be effective in the short term, they may not have long-term effects on student behaviour. Instead of relying solely on rewards, teachers should focus on creating a classroom environment that nurtures intrinsic motivation. This can be done by making learning enjoyable and connecting it to students' interests and values.

The ethics of rewarding students

Rewarding students for good behaviour is a contentious issue, with teachers and academics divided on the topic. Some believe that rewards are an effective way to keep students on task, while others argue that they can undermine intrinsic motivation and fail to promote a love of learning.

The Benefits of Rewarding Students

Rewards can be a useful tool for encouraging sustained behaviour change and habit formation. For example, a study by Wood and Neal (2016) found that rewards improved performance in maths but not in other subjects, possibly because it was clearer to students how to improve. Rewards can also be used to incentivise students to complete tasks that require a lot of practice, drill, or repetition. Additionally, rewards can be used to encourage students to participate in activities they might not otherwise choose to engage in, such as volunteer projects or research projects.

The Drawbacks of Rewarding Students

One of the main concerns with rewarding students is that it can detract from their intrinsic motivation to learn. Students may feel like they are being manipulated to complete a task, and their focus may shift from the task itself to the reward. This can lead to a decrease in motivation once the reward is no longer being offered. Additionally, rewards for expected behaviours can send a false message and be seen as counterproductive.

Ethical Considerations

When considering the ethics of rewarding students, it is important to weigh the potential benefits against the potential drawbacks. While rewards can be effective in the short term, they may not have long-term effects on student behaviour and motivation. It is also important to consider the type of reward being offered and whether it is appropriate for the behaviour or achievement. For example, offering a reward for the neatest paper may not be effective if the sloppiest child in the class does not believe they have a chance to earn the reward.

Overall, while rewarding students for good behaviour can be a useful tool in some cases, it is important to be mindful of the potential ethical implications and to use rewards carefully to avoid undermining intrinsic motivation and sending false messages about expected behaviours.

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