Self-determination theory suggests that students need to be intrinsically motivated in order to learn in a more effective manner. People are self-determined when their need for competence, connection, and autonomy are fulfilled. "A students appreciation for what they are learning is greater when they are failing but interested in the task at hand rather than when they are succeeding but have no interest in the subject matter" according to Deci, Koster, and Ryan (2001) in their article, "Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again." Perhaps this is because it is in our human nature to want to get better in areas we are weak in. This self-determination to do better in life plays a big role in learning and achievement.
In the article, Punished by Rewards, Ron Brandt and Alfie Kohn sat down at an Educational Leadership Conference to discuss the implications of both punishments and rewards. In this interview between Brandt and Kohn, they argue that rewards and punishments do things TO children instead of working WITH them. Rewards actually damage interest when the task is already intrinsically motivating. For example, let's say that a teacher wants to give a student a reward for writing a really amazing essay in creative writing. If the teacher were to present that student with a dozen donuts as a the reward then ultimately the student would not associate the donuts with doing well on their paper they would take the donuts individually for what they are. Therefore, a better reward for that student may be a packet of colored pencils or some really cool writing pencils that more closely go along with the material they did well on. It is best to accept that as educators it is not within our power to control/ motivate someone else. According to Kohn, there are three C's of motivation,
Kohn says that if a classroom has implemented these three C's then there is no need to use punishments or rewards. Rewards are control through seduction. The more a teacher rewards, the less interest the students have in the subject.
Additionally, according to Deci, Koester, and, Ryan (2001) in their article, "Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again" verbal rewards tend to work positively with intrinsic motivation rather than working negatively. Throughout the article, Deci, Koester, and Ryan look at the positive and negative effects that rewards have on self-determination for students. They noticed that students aren't motivated to do their work unless in comes with tangible rewards. There are three types of reward contingencies: task-noncontingent rewards, which do not require engaging in the activity per se but are instead given for some other reason such as participating; performance contingent rewards, which require performing in the activity well and matching a standard of excellence; and task-contingent rewards which required doing or completing the activity. This study focuses on the importance of providing choice in the classroom which leads to intrinsic motivation and self-determination.