Do Reward Systems Help or Harm?

August 7, 2012 Examiner Media The White Plains Examiner

Parents naturally want to encourage their children and to reward their successes. Some reward with praise, others with possessions, and some with cash. Many parents notice positive behavioral changes when rewards are given, but often times the changes are short-lived and the system backfires. This is evident in research conducted with children regarding their grades in school. Why are these effects so fleeting and how can parents effectively motivate their children to succeed in the long-term?

There is a difference between intrinsic and extrinsic motivation. Children who are intrinsically motivated value learning and struggle through difficult tasks because feeling competent is part of who they want to be as a person. Extrinsically motivated children get through tasks in order to obtain something tangible or to avoid punishment. Once rewards are taken away, extrinsically motivated children cease to engage in a desired activity.

Ultimately, the goal is to have children internalize the desire to persevere and to be successful. Reward systems have damaging effects on a child’s sense of self, their ability to learn, and it also affects relationships. If a child is told that he will be rewarded for sitting quietly and finishing an assignment, for example, he will be less likely to speak up and ask for help when he is confused, needs clarification, or to simply share an insightful comment about the work. Reward systems tend to hamper critical and flexible thinking and to promote finding quick fixes. This is especially evident in children who suddenly get rewarded for activities that were once intrinsically motivating. Once the system is in place, children tend to stop reading for pleasure, for instance, and only read when they are expected to based on the reward system.

Praise is another hot topic that has received considerable attention in the media and research world. Are children being praised too much, too little, or in the wrong way? Carol Dweck, psychologist and motivation researcher suggests that parents and teachers praise a child’s actions rather than a general characteristic. Rather than telling a child that he is “smart,” praise him for working hard. Once a child hears that he is smart, there is pressure to always be smart. Mistakes and failure are much harder to tolerate, and the child is less likely to ask questions for fear of appearing dumb.

Despite the research, many schools implement monetary and other reward systems. While reward systems might be useful initially for certain young learning disabled or developmentally disabled children, they should be phased out quickly. Like other children, these children need to learn to internalize their goals and values and not work for a simple reward. Reward systems only provide a quick fix, and parents and educators should strive to motivate and help children in the long run.

Dr. Jaime Black is a licensed psychologist practicing in Westchester and New York City. In addition to providing general mental health services, Jaime works with individuals of all ages on the autism spectrum, doing psychotherapy, conducting evaluations, and facilitating social skills groups. Visit www.spectrumservicesnyc.com, e-mail JaimeBlackPsyD@gmail.com or call (914)712-8208.