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Incentive theory, or the "pull theory" of motivation, suggests that external rewards primarily drive behavior. Individuals are motivated to engage in activities when they anticipate a desirable outcome. This is why people often work hard for promotions or study intensively to achieve high grades. These incentives can be tangible, physical rewards such as money or promotions, or intangible, non-physical rewards like praise and social recognition.
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Studying Food Reward and Motivation in Humans
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Understanding motivation for implementing cooperative learning methods: a value-based approach.

Dimitra Filippou1, Céline Buchs1, Alain Quiamzade1

  • 1Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard Du Pont d'Arve 40, 1211 Geneva, Switzerland.

Social Psychology of Education : an International Journal
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Summary

Teachers

Keywords:
Contextual valuesCooperative learningPersonal valuesTeachers’ values

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Area of Science:

  • Educational Psychology
  • Social Psychology

Background:

  • Cooperative learning offers significant benefits but its adoption in primary schools is inconsistent.
  • Teachers' personal values may influence their adoption of cooperative learning methods.
  • Understanding the interplay between values and cooperative learning is crucial for effective implementation.

Purpose of the Study:

  • To investigate the role of teachers' personal values in their inclination towards cooperative learning.
  • To examine if contextual activation of conflicting values (self-enhancement) undermines the link between supportive values (self-transcendence) and cooperative learning.

Main Methods:

  • Five studies were conducted involving pre-service and in-service teachers and educational sciences students.
  • Methods included surveys assessing value endorsement and attitudes towards cooperative learning, and experimental manipulations of contextual value promotion.

Main Results:

  • Pre-service teachers with stronger self-transcendence (ST) values showed more positive attitudes towards cooperative learning.
  • Contexts emphasizing self-enhancement (SE) values weakened the association between ST values and positive attitudes/beliefs about cooperative learning.
  • Primary teachers' use of cooperative learning was predicted by their ST values only when SE values were perceived as weakly endorsed in the school environment.

Conclusions:

  • Teachers' personal values, particularly self-transcendence, are linked to cooperative learning adoption.
  • The effectiveness of these values is context-dependent, being undermined by the activation of conflicting self-enhancement values.
  • Interventions promoting cooperative learning should consider the school's value climate to foster genuine adoption.