第七部分:奖励、动机和表现

Q2 Social Sciences

Reference Librarian Pub Date : 2018-07-18 DOI:10.1080/02763877.2018.1499164

S. Black, James D. Allen

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引用次数: 7

摘要

理想情况下，学生有兴趣和动力学习图书馆员所教的内容，但有些学生需要外部诱因。教育心理学家对激励学生按期望表现的最佳奖励类型进行了广泛的调查。行为主义者的程序化学习、代币经济和其他类型的偶然性已经取得了一些成功。然而，外部奖励可能会削弱内在动机。关于这种破坏效应以及如何避免这种影响的争论，以及为学生提供学习选择的成本和收益。建议如何激励学生胜任，而不是超越别人。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Part 7: Rewards, Motivation, and Performance

ABSTRACT Ideally students have interest and motivation to learn what librarians teach, but some students need external inducements. Educational psychologists have made extensive investigations into the best types of rewards to motivate students to perform as desired. Behaviorists’ programmed learning, token economies, and other types of contingencies have had some success. However, external rewards may undermine intrinsic motivation. The debate over the undermining effect and how to avoid it are presented along with costs and benefits of offering students choices in what they learn. Suggestions are offered for how to motivate students to be competent rather than to outperform others.

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来源期刊

Reference Librarian Social Sciences-Library and Information Sciences

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： The Reference Librarian aims to be a standard resource for everyone interested in the practice of reference work, from library and information science students to practicing reference librarians and full-time researchers. It enables readers to keep up with the changing face of reference, presenting new ideas for consideration. The Reference Librarian publishes articles about all aspects of the reference process, some research-based and some applied. Current trends and traditional questions are equally welcome. Many articles concern new electronic tools and resources, best practices in instruction and reference service, analysis of marketing of services, and effectiveness studies.