GraduateStudentsAndMotivationChristinaSandersonRMFINAL

Running head: GRADUATE STUDENTS AND MOTIVATION 1
Graduate Students and Motivation to Complete School Work
Christina Sanderson
Southern New Hampshire University

GRADUATE STUDENTS AND MOTIVATION 2
Motivation is a force that makes an individual want to act on something.
Everyday, individuals are motivated to do things, whether it is an internal, or external
desire. For some individuals, they are motivated to act on something by virtue of ones
own self-satisfaction and happiness, and an internal willingness to act on it; this is known
as being intrinsically motivated. For other individuals, they are motivated to act on
something with the promise of receiving an external reward for doing so; this is known as
being extrinsically motivated. Some individuals may lack motivation entirely, this is
known as being amotivated. There is much question over what motivates people, and
whether people are more willing to complete a task when they receive a reward for doing
so than when there is no reward for doing so.
Much research suggests that receiving a reward to complete a task undermines
intrinsic motivation (Lepper & Green, 1975; Lepper, Green, & Nisbett, 1973; Pritchard,
Campbell, & Campbell, 1977). Lepper, Greene, and Nisbett (1973) researched preschool
aged children on their intrinsic motivation to engage in a task after receiving an extrinsic
reward. The expected-reward condition was told they would receive a reward for
engaging in a drawing task. The unexpected-reward condition would receive a reward
following engaging in the task. The no-reward condition did not receive a reward for
engaging in the drawing task. All of the children in this study showed intrinsic interest in
the drawing activity at baseline. They found that children who expected a reward were
less likely to be willing to engage in the task than children who did not expect a reward or
did not receive a reward. In fact, children who did not expect to receive a rewards’
intrinsic motivation was actually increased. Similar results ensued for a later study by

Lepper and Green (1975). In this study, they examined whether expecting to receive a
reward versus not expecting to receive a reward had an effect on intrinsic motivation.
They found that children who had been aware of the reward prior to completing the task
were less likely to engage in the task at a later time than children who had not expected to
receive a reward for completing the task. The results of this study suggest that children’s
intrinsic motivation is undermined when they no longer are receiving a reward for
completing a task they used to receive a reward for completing. However, these studies
focus strictly on a young population, and these results may not be generalizable to an
older population.
Although the majority of motivation research focuses on a children population,
some research has examined adult populations as well. There is some literature to show
that intrinsic motivation may increase with age. In a study by Gillet, Vallerand, and
Lafreniere (2012), 1,600 students ranging from ages 9 to 17 years old filled out
questionnaires that measured their school motivation. Gillet et al. (2012) found that
intrinsic motivation decreases with age until about 16-17 years old, and then it begins to
slightly increase again. They also found that autonomy support from teachers and parents
accounts for a substantial part of the differences in intrinsic motivation between
elementary and high school. Students reported receiving less autonomy support as they
got older, and it is suggested that parents and teachers give less support as they feel
students should be able to self-regulate their motivation without having to rely on an
adult as they get older (Gillet et al., 2012). Flora and Flora (1999) also explored whether
having been rewarded for reading in childhood increased intrinsic motivation to read in
adulthood. College students were surveyed about how much they read per week, their

interest in reading, if they participated in the “Book It!” program as a child, or if their
parents paid them money to read during childhood. They found that the individuals who
were rewarded for reading in childhood read more than individuals who were not
rewarded, and their enjoyment of reading might be increased, and it may have helped
them to become better readers than those who were not rewarded. These results provide
little support that extrinsic rewards undermine intrinsic motivation over time, specifically
with reading. However, they do suggest that these rewards set the conditions where
intrinsic motivation could possibly develop in the future. These findings are also
evidence to explore the possible increasing effect of intrinsic motivation in adulthood.
Just as with age, intrinsic motivation may increase by different types of levels as
well, such as an occupational level. Centers and Bugental (1966) found that intrinsic
components such as opportunity for self-expression, interest of work, etc. were more
valued than extrinsic components such as the pay, or security for individuals who hold
higher positions in the work place. They found the opposite for those who held lower job
positions; they valued the extrinsic components more so than the intrinsic components.
Although these results are dated, they may still be relevant as it is assumed higher
positions in jobs come with time, meaning the individuals with higher positions could
very well be older in age than those who hold lower level positions. If these results can
generalize to a student population, it may suggest that students at higher levels of
schooling are more intrinsically motivated that those in lower levels of schooling.
There is also much question over the individuals’ personality, and whether or not
they come from a background where they are used to receiving rewards for
accomplishing goals. Pallak, Costomiris, Sroka, and Pittman (1982) found that children

who did not have prior experience with receiving symbolic rewards were more likely to
engage in a task during a free period when the reward is expected than when it is not
expected. They found the opposite for the children who are used to receiving rewards
were more likely to engage in a task during a free period when the reward was
unexpected than when it was expected. These results suggest that those who are not
rewarded all the time may be more motivated to complete a task when they are expecting
to receive a reward for doing so. Or the opposite, that those children who are used to
receiving rewards are more motivated to complete a task when they are not expecting a
reward for doing so. However, the children used in this study attended only private
schools, which suggest these children could possibly be on a higher socioeconomic
status, which could mean the rewards they are used to receiving at home could far
outweigh the appeal of the rewards used in this particular study. This in turn could have
undermined the individuals who were used to receiving rewards’ intrinsic motivation
when they expected the reward. This study could suggest that the way an individual
responds to rewards could be personality based, and not based strictly on their current
situation.
When researchers are examining motivation, they typically have one measure for
intrinsic motivation that is called “the free-choice period.” The free-choice period is an
observational technique used to observe individuals unobtrusively to take note of their
actions. During this time, participants are given the option to continue working on the
research task, which usually they have either been told they were going to be rewarded
for engaging in or not, or to do anything else that they choose while the instructor leaves
the room for a few minutes. There is much question over the length of the free-choice

period, and curiosity over whether this has an effect on intrinsic motivation. Most studies
use anywhere from five to eight minutes, where as others have used 10 minute, 20
minute, or even hour long free-choice periods (Wiechman & Gurland, 2009). Wiechman
and Gurland (2009) examined the free-choice period, and it’s subsequent effects on
undermining intrinsic motivation. In their study, they used a three-minute, shorter-than-
normal free-choice period. What they found was that rewards had a polarizing affect on
intrinsic motivation; individuals who were rewarded for completing a task either spent
nearly all their free time, or none of their free time, as compared to the control group, on
the task during the free-choice three-minute period. These results suggest that the amount
of time given to participants to choose what they wish to engage in is seemingly arbitrary,
as intrinsic motivation may actually be increased at first before being undermined in a
lengthier free-choice period. However, these results do give reason to believe rewards can
be beneficial in an adult population, even on a task that is meaningless and unfamiliar to
them. There is also room for perfecting an updated measure of motivation, as this
technique may not be the best choice to get an accurate depiction of subjects’ motivation
to engage in a particular task.
There is limited literature that explores intrinsic motivation in adult populations,
or more specifically, older students. To my knowledge, few to no researchers have
questioned intrinsic motivation in graduate students. I am interested to see if extrinsic
rewards help graduate students to perform more diligently and complete tasks correctly
during schooling, or if being rewarded inhibits intrinsic motivation to complete tasks.
Specifically, I will explore if graduate students are more intrinsically or extrinsically
motivated. Then, I will examine if intrinsic motivation is undermined, or enhanced, by

rewarding graduate level students for completing their work in a timely, precise, and
diligent fashion. I hypothesize that graduate students will be more intrinsically motivated
than extrinsically motivated in general. I also hypothesize that since graduate students are
at a high level of education, as well as, assumingly, an older age, they are not only
intrinsically motivated at baseline, but even more so when they are offered rewards to
complete school work, in the sense that they complete their work quicker, and with fewer
errors when they are being rewarded than when they are not being rewarded. Since
graduate students are not typically rewarded for completing school work, as it is just part
of the graduate school process, I believe offering a reward will enhance intrinsic
motivation in both intrinsically, and extrinsically motivated students alike. There are
many more aspects of motivation to be explored in order to conclude the ways in which
rewards can help, or hurt, an individual’s intrinsic motivation.
Method
Participants were recruited from a large private college in the northeast of the
United States. Ten students participated in this study. Participants are between the ages of
23 and 54 (M=33.6, SD=11.03), 80% (n=8) were female, and 100% (n=10) reported
being in their first year of graduate school. 60% (n=6) of participants reported being
white, 30% (n=3) of participants reported being African American, and 10% (n=1)
participant reported being other than what was listed. Participants are all students from an
online, graduate level, research methods psychology course. Participants will complete
this study as a necessary component for completion of their final project for their research
methods course.

All participants will need to provide informed consent. All surveys will be
separated from their consent forms in order to maintain anonymity.
Measures and Procedure
The surveys were distributed to the participants through an online survey
program. The questionnaires included a demographics form and a brief survey (these will
be located in the Appendix). The demographics form was used to collect age, ethnicity,
gender, socioeconomic status, and how long they have been enrolled as a graduate
student. First, the participants provided informed consent by willingly choosing to
complete these questionnaires. Next, participants began the demographics form, followed
by the brief survey. Participants were thanked and debriefed upon completion of the
questionnaire.
Motivation was measured using The Situational Motivation Scale, or SIMS
(Guay, Vallerand, & Blanchard, 2000). The SIMS is a 16-item questionnaire that
measures four different factors: intrinsic motivation (e.g., because I think that this activity
is interesting), identified regulation (e.g., because I think that this activity is good for
me), external regulation (e.g., because I don’t have any choice), and amotivation (e.g., I
do this activity, but I am not sure if it is worth it). Each item is rated on a 7-point Likert-
type scale from 1 (corresponds not at all) to 7 (corresponds exactly). Three questions
were added to the end of this questionnaire to address motivation to complete schoolwork
when rewards are offered for correctness, timeliness, and completeness.
The SIMS is an appropriate measure to use for my study as it will allow me to
explore whether my participants are more intrinsically motivated (engaging for inner
pleasure), identified regulated (engaging as a means to an end), externally regulated

(engaging for a reward or to avoid punishment), or amotivated (lack of motivation
entirely). By also incorporating the three added questions, I am able to compare
intrinsically/extrinsically/amotivated students to how they respond to being rewarded for
completing schoolwork. With this information, I will be able to tell if intrinsically
motivated students respond well to rewards, as in they are more likely to hand in
homework that is completed, accurate, and on time, when rewarded (as hypothesized), if
extrinsically motivated students respond well to rewards, or if amotivated students
respond well to rewards. I will also be able to see if the opposite is true for any given
situation. I see no ethical issues within the nature of the surveys as no item addresses
anything too personal or dangerous to the participant. I have taken the necessary steps to
ensure all or any identifying information is separate from the questionnaires so all
participants remain as anonymous as possible.
Results
The means and standard deviations of the subscale scores are presented in Table
1. Total scores for each subscale of the SIMS were used rather than each individual item
due to small sample size, (e.g., intrinsic motivation, identified regulation, external
regulation, amotivation) and also to decrease the amount of analyses conducted. Scores
for the added questions on rewards were also totaled due to small sample size. The total
means for each subscale are the most informative in answering the research question
because it is able to show if the sample is more intrinsically, identified regulated,
externally regulated, or amotivated.
A paired samples T-test was conducted to examine the relationship between the
motivation types. This statistical test was chosen because I want to compare the

differences between the means of the group as a whole, rather than look at two separate
groups, as all participants responded on each level of motivation. This is presented in
Table 2. There was a significant difference in the scores for intrinsic motivation (M=4.7,
SD=1.64) and identified regulation (M=6.08, SD=1.05), t(9) = -3.78, p = .004, indicating
that the participants reported being significantly more identified regulated than
intrinsically motivated. There was also a significant difference in the scores for intrinsic
motivation (M=4.7, SD=1.64) and external regulation (M=2.9, SD=1.64), t(9)=4.49, p =
.002, indicating that the participants reported being significantly more intrinsically
motivated than external regulated, as hypothesized. Lastly, there was also a significant
difference in the scores for intrinsic motivation (M=4.7, SD=1.64) and amotivation
(M=1.93, SD=1.05), t(9)=4.14, p = .003, indicating that students reported being
significantly more intrinsically motivated than amotivated. In sum, students reported
being more intrinsically motivated than they are externally regulated, or amotivated.
However, they reported being more identified regulated than intrinsically motivated.
A Pearson correlation analysis was conducted to examine the relationship
between motivation (intrinsic, identified, external, amotivation) and the dependent
variable (response to rewards for schoolwork completion). This statistical test was chosen
so I could analyze if there were any significant relationships between motivation and
response to rewards. This is presented in Table 3. There was a significant positive
correlation between external regulation and response to rewards, r = .672, p < .05. This
finding is consistent with past literature in that external rewards enhance extrinsic
motivation to complete a task. There were no other significant relationships found.

Discussion
Motivation is a force that is the basis of an individuals’ willingness to do
something. There is much discussion over what motivates individuals to act on
something. It is also of high question if people are more motivated to engage in an
activity when they receive a reward for doing so. Motivation, and the study of what
enhances or inhibits motivation, is important to scientific research as it can help draw
conclusions on how to get students to perform more diligently, children to comply with
rules and boundaries, employees to meet deadlines, and so on.
To my knowledge, this study is the first to examine whether or not there is a
relationship between graduate student motivation and response to rewards for completing
schoolwork. In the present study, I hypothesized that graduate students will be more
intrinsically motivated than extrinsically motivated in general. I also hypothesized that
since graduate students are at a high level of education, as well as, assumingly, an older
age, they are not only intrinsically motivated at baseline, but even more so when they are
offered rewards to complete school work. This is in the sense that they complete their
work quicker, and with fewer errors when they are being rewarded than when they are
not being rewarded. The results of this study were consistent with past literature, and
inconsistent with my predictions, suggesting that rewards do have a relationship with
extrinsic motivation, but do not have a relationship with intrinsic motivation (Lepper &
Green, 1975; Lepper, Green, & Nisbett, 1973; Pritchard, Campbell, & Campbell, 1977).
As predicted, the given sample reported being more intrinsically motivated than
extrinsically motivated at baseline. Interestingly, the participants reported being more
identified regulated than intrinsically motivated. To be identified regulated is to be a type

of extrinsically motivated as well as intrinsically motivated, in a sense. Identified
regulated individuals are engaging in a task as a means to an end, rather than intrinsically
motivated individuals who engage in a task for the sheer enjoyment. This result makes
sense for this population as graduate students are assumingly not engaging in graduate
school because they find much enjoyment and internal pleasure out of writing papers and
meeting strict deadlines; they are, however, engaging in graduate school to earn a degree
(a means to an end), which is why I believe this sample reported being significantly more
identified regulated than intrinsically motivated at baseline measurement.
Consistent with past literature, rewards were not found to have a significant
relationship with amotivation, intrinsic motivation, or identified regulation. There was,
however, a significant relationship between extrinsic motivation and response to rewards.
These results suggest that intrinsically motivated graduate students are less likely to
complete work quicker, correctly, and completely for the promise of a reward than
extrinsically motivated graduate students. Previous literature suggested that older
populations, specifically ones in higher branches of occupational settings, are more
inherently intrinsically motivated than extrinsically motivated (Centers & Bugental,
1966). However, although it was found that graduate students might display more traits
of identified regulation and intrinsic motivation, the promise of rewards for their work
does not have a statistical relationship to it.
The results of this study bring forth several implications. The results imply that
graduate students display more traits of identified regulation motivation type than
intrinsic motivation. As previously stated, this makes sense as identified regulation
involves engaging in a particular task as a means to an end, rather than for the sake of

internal enjoyment. We can conclude graduate students are engaging in graduate school
more so for the end result, a degree, than for the enjoyment of taking tests, writing
papers, meeting deadlines, and high stress. These results also imply that rewards may not
have an effect on intrinsically motivated individuals, as supported by the previous
literature on this topic (Lepper & Green, 1975; Lepper, Green, & Nisbett, 1973;
Pritchard, Campbell, & Campbell, 1977).
The small sample size was a great limitation of this study, making it hard to
generalize these findings as well as requiring a reduction in planned analyses. Rather than
examining the response of rewards for specific types of course work requirements
(timeliness, completeness, and correctness), scores had to be reduces to total response to
rewards. Future studies using larger sample sizes can explore these different types of
scenarios and their relationships to motivation in much greater detail. Examining each
type of course work scenario more specifically may help researchers determine which
areas of school work are best to implement rewards into, and what will benefit the student
most in the long run. This could help professors or teachers when planning lessons, and
also help encourage students to produce more quality work within their course terms.
Another limitation of this study is that only a few items were addressed due to the
projected small number of participants. Research suggests that personality, and having
been awarded for engaging in tasks in childhood may have an effect on motivation to
engage in tasks in adulthood (Flora & Flora, 1999; Pallak, Costomiris, Sroka, & Pittman,
1982). Items such as personality, and having been rewarded for engaging in tasks in
childhood were not addressed in this study as a miniscule sample size was predicted from
the start. Including these items into the study would have made for more complicated

analyses, and any significant finding would be weak by nature. Future studies should
consider incorporating personality traits and aspects of individuals past experiences with
rewards into their study, as this may have an effect on how they react to rewards in
adulthood.
Lastly, this study was correlational in nature, and thus causation cannot be
inferred from the findings. Although a relationship between extrinsically motivated
individuals and response to rewards exists, it remains unclear whether or not one factor
caused the other. An experimental study on this topic would produce more accurate
results, and thus, raw conclusions could be drawn from the data.
This study adheres to the American Psychological Associations standards. All
participants provided informed consent before beginning the research study. There was
no identifying information connected to data, in order to protect anonymity. No single
raw data was disclosed in the data interpretation section of this study. No item on the
questionnaires was harmful by nature, nor caused any distress or harm to any participant
who engaged in this study. All participants were thanked and debriefed upon finishing the
questionnaires, as well as informed entirely to what the purpose of the study was.
According to the American Psychological Association’s standards, all participants were
protected, kept confidential, and safe during the process of this study, therefore all
elements of the American Psychological Association was adhered to.
The literature continues to show how rewards may enhance extrinsic motivation,
and inhibits intrinsic motivation (Lepper & Green, 1975; Lepper, Green, & Nisbett, 1973;
Pritchard, Campbell, & Campbell, 1977). However, there are studies that exist which
suggest intrinsic motivation may increase with age, occupational level, and may depend

on personality and prior experience with rewards (Flora & Flora, 1999; Gillet, Vallerand,
& Lafreniere, 2012; Pallak, Costomiris, Sroka, & Pittman, 1982). Future research that
expands our knowledge about motivation, graduate students, and what can enhance their
production of quality course work, as well as benefit their grades and future success, will
go far in teaching professors, teachers, and future graduate students how to better
encourage the young adults to learn, strive, and achieve success within their educational
endeavors.

References
Centers, R. & Bugental, D. E. (1966). Intrinsic and extrinsic job motivations among
different segments of the working population. Journal of Applied Psychology,
50(3), 193-197.
Flora, S. R., & Flora, D. B. (1999). Effects of extrinsic reinforcement for reading during
childhood on reported reading habits of college students. The Psychological
Record, 49, 3-14.
Gillet, N., Vallerand, R. J., & Lafreniere, M. K. (2012). Intrinsic and extrinsic school
motivation as a function of age: The mediating role of autonomy support. Social
Psychology Education, 15, 77-95.
Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational
intrinsic and extrinsic motivation: The situational motivation scale (SIMS).
Motivation and Emotion, 24(3), 175-213.
Lepper, M. R., & Greene, D. (1975). Turning play into work: Effects of adult
surveillance and extrinsic rewards on children’s intrinsic motivation. Journal of
Personality and Social Psychology, 31(3), 479-486.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic
interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal
of Personality and Social Psychology, 28(1), 129-137.
Pallak, S. R., Costomiris, S., Sroka, S., & Pittman, T. S. (1982). School experience,
reward characteristics, and intrinsic motivation. Child Development, 53, 1382-
1391.
Pritchard, R. D., Campbell, K. M., & Campbell, D. J. (1977). Effects of extrinsic

financial rewards on intrinsic motivation. Journal of Applied Psychology, 62(1),
9-15.
Wiechman, B. M., & Gurland, S. T. (2009). What happens during the free choice period?
Evidence of a polarizing effect of extrinsic rewards on intrinsic motivation.
Journal of Research in Personality, 43(4), 716-719.

Table 1
Means and standard deviations of subscale scores
Subscale Mean (SD)
The Situational Motivation Scale (SIMS)
Intrinsic Motivation (IM) 4.70 (1.64)
Identified Regulation (IR) 6.08 (1.05)
External Regulation (ER) 2.90 (1.74)
Amotivation (AM) 1.93 (1.05)
Response to Rewards Questionnaire
Completeness, Timeliness, Correctness (R) 6.03 (1.26)

Table 2
Paired Samples T-Test Means Difference and Standard Deviation
IM IR ER AM
IM - -1.38(1.15)* 1.80(1.27)* 2.78(2.12)*
* p < .05.

Table 3
Zero-order correlation matrix
IM IR ER AM
R .319 .325 .640* -.439
Note: IM, Intrinsic motivation (SIMS); IR, Identified regulation (SIMS);
ER, External regulation (SIMS); AM, Amotivation (SIMS); R, Rewards
(Reward Questionnaire).
* p < .05.
** p < .01.

Appendix
Informed Consent Form
Researcher: Christina Sanderson
Contacts: christina.sanderson@snhu.edu (518-450-3214)
Purpose: I would like permission to enroll you as a participant in a research study. This
study investigates motivation in graduate school, and being rewarded for schoolwork
completion. I am interested in understanding the relationship between motivation and
rewards, and the effect they have on willingness to complete schoolwork in graduate
students.
Procedure: You will be asked to complete several questionnaires. Each questionnaire is
about two to five minutes long. Participation in this study will take about fifteen minutes
to complete.
Costs, risks, and discomforts: There are no direct risks or costs to participating in this
study. The questionnaires ask you about your motivation to be a graduate student, and
about being rewarded for completing course work.
Benefits and compensation: Your participation will help us learn more about intrinsic
and extrinsic motivators. Due to being a Southern New Hampshire University graduate
student enrolled in the course PSY 520, you are completing this research project as a
necessary component for class completion.
Confidentiality: The results of this study may be discussed in a class setting. However,
your name and other identifiers will not be used in any publication or teaching materials.
Your data will never be associated with your name or any other information that would
make it possible to identify you.
Refusal or withdrawal of participation: You do not have to participate in this study. If
you decide to participate, you can change your mind and drop out of the study at any time
without affecting your present or future interactions with members of the Psychology
Department and with no loss of credit for participation.
Signature: I confirm that the purpose of the research, the study procedures, and the
possible risks and discomforts as well as potential benefits that I may experience have
been explained to me. All my questions have been answered. I have read this consent
form. My signature below indicates my willingness to participate in this study.
____________________________ (Print Name)
____________________________ (Signature)
_____________________ (Date)

Demographic Information
1. Age (at last birthday): ___________________________
2. Gender: 1  Male 2  Female
3. Race/Ethnicity: (check all that apply)
1  American Indian or Alaska Native
2  Asian American
3  Black or African American
4  Hispanic or Latino American
5  Native Hawaiian or Other Pacific Islander
6  White
7  Other, please specify: _____________________
4. What is your total household income?
1  Less than 10,000
2  10,000 to 19,999
3  20,000 to 29,999
4  30,000 to 39,999
5  40,000 to 49,999
6  50,000 to 59,999
7  60,000 to 69,999
8  70,000 to 79,999
9  80,000 to 89,999
10  90,000 to 99,000
11  100,000 or more
5. How many classes have you completed as a graduate student at SNHU? Please
Include credit amount, and class names if you can remember.

The Situational Motivation Scale (SIMS)
Directions: Read each item carefully. Using the scale below, please circle the number that
best describes the reason why you are currently engaged in graduate school. Answer each
item according to the following scale: 1: corresponds not all; 2: corresponds a very little;
3: corresponds a little; 4: corresponds moderately; 5: corresponds enough; 6:
corresponds a lot; 7: corresponds exactly.
Why are you currently engaged in Graduate School?
1. Because I think that this activity is interesting 1 2 3 4 5 6 7
2. Because I am doing it for my own good 1 2 3 4 5 6 7
3. Because I am supposed to do it 1 2 3 4 5 6 7
4. There may be good reasons to do this activity, but personally I don’t
see any
1 2 3 4 5 6 7
5. Because I think this activity is pleasant 1 2 3 4 5 6 7
6. Because I think that this activity is good for me 1 2 3 4 5 6 7
7. Because it is something that I have to do 1 2 3 4 5 6 7
8. I do this activity but I am not sure if it is worth it 1 2 3 4 5 6 7
9. Because this activity is fun 1 2 3 4 5 6 7
10. By personal decision 1 2 3 4 5 6 7
11. Because I don’t have any choice 1 2 3 4 5 6 7
12. I don’t know; I don’t see what this activity brings me 1 2 3 4 5 6 7
13. Because I feelgood when doing this activity 1 2 3 4 5 6 7
14. Because I believe that this activity is important for me 1 2 3 4 5 6 7
15. Because I feelthat I have to do it 1 2 3 4 5 6 7
16. I do this activity, but I am not sure it is a good thing to pursue it 1 2 3 4 5 6 7

Directions: Read each item carefully. Using the scale below, please circle the number that
best describes how a reward would influence your production of schoolwork. Answer
each item according to the following scale, 1: highly unlikely; 2: somewhat unlikely; 3:
does not influence at all; 4: somewhat likely; 5: highly likely.
Would you be likely to double-check your schoolwork for correctness (spelling,
grammar, etc.) if given a reward for doing so? 1 2 3 4 5
Would you be likely to hand in your schoolwork early if given a reward for doing so? 1
2 3 4 5
Would you be likely to complete your schoolwork (adding citations, cover page, etc.) if
offered a reward for doing so? 1 2 3 4 5

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