Continuing from ‘Plus One Learning II’, Kathy C. Clayton wrote:
The third external motivator is reward, a favorite source of influence for many parents and teachers. Reward is closely related to punishment as the other half of “carrots and sticks” theory of motivation. It is superior in that it is decidedly more positive, but it is still extrinsic in nature. Reward is not necessarily a bad thing, it is simply an immature, impermanent, externally motivated reason for choosing well, and, like punishment, it may pose some significant risks. It requires the attention of an outsider to provide the reward rather than encouraging the do-gooder to be sensitive to quieter, more enduring satisfaction. As a result, expectation and even demand for rewards for good behavior can actually compromise a person’s desire and ability to seek and appreciate more personal and private compensations. The intrinsic motivation of satisfaction over a job well done or deep personal confidence gained by feeling that one has pleased God (see D&C 121:45) may take the backseat to a cheap secular reward that has become the object of the effort.
Sometimes parents or teachers inadvertently turn potential play into work by promising a reward. Frustrated parents who offer their reluctant children candy or desert if they will eat their dinner may be unintentionally teaching their children that healthy food is essentially undesirable and eaten only as a means to a pleasurable end. These well-meaning parents subtly communicate to their kids that nutritious food is something to be endured or tolerated to get to the good stuff.
A study on the potentially stifling effects of rewards was conducted in an elementary school during art time. The children were divided into three groups. The first group was promised a fancy certificate for every picture they drew. The second group was not promised a reward in advance, but they received the fancy certificate as a surprise when they completed their work. The third group was simply provided art supplies and time to draw. After some time at their task, the first group had produced the most artwork but it was of the lowest quality. Both the second and third groups produced less artwork but it was of a higher quality. Some weeks later when the same students were given art time again, the students in the second and third groups engaged in the activity with youthful, uncomplicated delight, while the first group showed little interest in drawing unless their teachers promised a reward.
A child who perpetually practices the piano only to receive a monetary reward may be less likely to develop a spontaneous affection for the beautiful music he is learning to play. That dependence on payment from his parents may compromise the depth of his long term commitment of playing the piano if he never transitions to a more personal, internal reason for those long practice sessions. All seven of our children were simply required to take piano lessons. We threatened, cajoled, bribed, and did everything else parents do to get their reluctant kids to practice the piano, and all of that with limited success. Only two of our children—the oldest and the youngest sons—now play the piano competently and for the pure love of playing. Those two boys at some point transitioned from resistant, unengaged students motivated by parental tactics, to true pianists inspired by the beauty of music and the satisfaction of the accomplishment.
Likewise, missionaries who follow mission rules or engage in energetic missionary-like activities because of gimmicky rewards or public celebration for their numeric results may be stunted in their growth toward doing the right things for the right reasons. As missionaries find pure heavenly joy in bringing souls unto Christ (see D&C 18:16) and pleasing God with their unceremonious obedience, they qualify themselves for a lasting, deep happiness in their service. ~Kathy. Clayton, Teaching to Build Faith and Faithfulness (Salt Lake City: Deseret Book, 2012) 94-96
