Write a paper that analyzes and synthesizes four authors’ views (two pro, two con) on whether extrinsic motivations/rewards should be incorporated into intrinsic ones in the classroom

Your Name Course and Section Professor’s Name March 2, 2023 Analysis Introduction Consider a child playing a game with a friend and is motivated to play well primarily because he enjoys being with his friend. This type of motivation is known as intrinsic motivation. In contrast, the other child's friend is motivated by the game's reward system—any concrete prize that can be won during the game—which is known as extrinsic motivation. These two kinds of motivation are extensively questioned in education and have gained much controversy. The question goes like this: Should the kids be incentivized with external rewards to improve their academic performance, or does this kind of reward stop the development of pure and genuine interest in learning? This paper will discuss four authors' views and arguments on incorporating extrinsic motivation into the classroom. By their arguments and ideas, this paper will aim to know the complex interplay between extrinsic and intrinsic rewards and their drive-in educational settings. Pro-Extrinsic Reward To understand what Extrinsic rewards are, as defined by Martin V. Covington in his work "Intrinsic Versus Extrinsic Motivation in Schools: A Reconciliation," outside incentives or reinforcements provided to students to inspire certain behaviors or actions. These rewards generally come from outside sources and can consist of tangible items, such as money, prizes, or grades, in addition to intangible styles of reputation, such as reward or approval. Covington discusses how extrinsic rewards play a giant role in motivating students within instructional settings. For instance, grades are not unusual extrinsic rewards used in schools to assess students' performance and offer remarks on their achievements. Similarly, teachers' or mothers' and fathers' rewards serve as extrinsic rewards that can beef up favored behaviors and inspire students to preserve setting attempts in their research. Paul Chance Paul Chance is a well-known author and educator who has contributed to education and psychology. In his article "The Rewards of Learning," Paul Chance argues for incorporating extrinsic rewards into intrinsic motivation, emphasizing the advantages of increasing students' intrinsic motivation, helping them adopt the desired behavior, and encouraging learning (Paul 200-7). Chance argues that external rewards work well to change behavior by providing positive reinforcement and feedback, which can increase student engagement and academic success. According to his theories, intrinsic reward—the proper form of learning—can be aided by extrinsic rewards when they are utilized sparingly and sensibly. Chance underscores this point by affirming that reward systems must be tailored to meet students' distinctive individual needs and likes, for what motivates one individual may not necessarily motivate another. In this concern, Chance supports this perspective by affirming that through individualistic, renewable ways of reward implementation, educators can gain clearer perspectives for aligning external incentives with intrinsic goals and values of students to maximize chances to enhance motivation and improve learning efforts. Furthermore, Chance notes the role of the supportive and nurturing atmosphere in developing autonomy and competent learning. He recommended that extrinsic rewards be built into a larger context of an autonomy-supportive style of educational practice where students are encouraged to take more responsibility for their learning and offered "many opportunities for active engagement and attainment." Caihui (Veronica) Lin et. al. Lin et al. support the idea that extrinsic reward can greatly impact intrinsic motivation but have done the experiment on employees and not students. Nevertheless, the idea that extrinsic rewards boost intrinsic motivation is justified. The study they made includes 187 employees who are exposed to extrinsic rewards that boost their creativity and drive them to engage in creative tasks. This approach can also be used in people of all ages, especially in places of learning like schools and universities. By imparting external r...