| Abstract: | Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995 Slavin, R. E. 1995. Cooperative learning: Theory, research, and practice (, 2nd ed., Needham Heights, MA: Allyn &; Bacon. [Google Scholar]). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestner, &; Ryan, 1999 Deci, E. L., Koestner, R. and Ryan, R. M. 1999. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125: 627–668. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Lepper, 1988 Lepper, M. R. 1988. Motivational considerations in the study of instruction. Cognition and Instruction, 5: 289–309. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). This may be because the effects of reward-removal are not typically assessed in studies of cooperative learning whereas they typically are in studies of individuals. Alternatively, rewards and their removal might function differently for groups than individuals. The present study tested the hypothesis that groups would show less detrimental effects of reward-removal than individuals. Results showed a significant interaction where dyads increased their performance after reward-removal, while individuals showed a decrease on difficult transfer questions. |
