从外在和内在奖励中获得能力

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Patrick Anselme , Suzanne E. Hidi
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引用次数: 0

摘要

背景 几十年来,外在奖励和内在奖励及其相关动机之间的区别一直是教育心理学关注的主要问题。我们的研究表明,鸟类和非人类哺乳动物在追踪环境中的线索和外在奖励(如食物和住所)时,也已经存在这些机制,我们还讨论了一些内在奖励活动(如寻找信息和游戏)。这两类动机行为在进化过程中发挥了不同的功能,对物种的生存都至关重要。结论我们假定人与动物的比较是恰当的,并认为人类的外在奖励和内在奖励都是获得能力和优化管理现实生活环境(包括学校环境)所必需的。更具体地说,我们认为内在动机和外在动机是相辅相成的,而不是相互冲突的,内在动机的特点是探索行为,并与个体的利益相关联;它是通过外在奖励来源获取知识并加以利用的一个步骤。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Acquiring competence from both extrinsic and intrinsic rewards

Background

The distinction between extrinsic and intrinsic rewards and their related motivations has been a major concern in educational psychology for decades. Although both types of rewards are related to the dopamine-fueled activation of the reward circuitry, neuroscientific studies now support the view that their processing also involves independent brain mechanisms.

Aims

We show that these mechanisms also are already present in birds and nonhuman mammals, as they track cues and extrinsic rewards in their environment (such as food and shelter), and we discuss a number of intrinsically rewarded activities (such as information seeking and play). The two categories of motivated behaviors evolved to perform distinct functions and are both crucial for the species survival.

Conclusion

We assume that a human-animal comparison is appropriate, and suggest that both extrinsic and intrinsic rewards in humans are necessary to acquire competence, and optimally manage real-life settings, including school environments. More specifically, we argue that intrinsic and extrinsic motivations are additive rather than conflicting processes, and that intrinsic motivation is characterized by exploratory behavior and is associated with benefits for an individual; it is a step to apprehend and exploit the knowledge acquired by means of extrinsic sources of reward.

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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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