Reward students in the right way and at the right time. Ensure it works positively. Rewarding behavior (referred to as 'reinforcement' in science) can have a positive effect on the learning process, provided you apply it correctly. It is important to note that not everyone responds the same way to rewards: some need more rewards than others. You can take into account: ā¢ Use partial reinforcement Reinforce desired behavior not always, but for example 80% of the time. In this way, students are more aware of the relationship between behavior and reward than with continuous reinforcement (always rewarding) because it is perceived as 'normal'. Partial reinforcement also leads to slower extinction (disappearance of the effect). ā¢ Reinforce quickly Reinforcement should be given immediately (quickly) after the desired behavior, so that the connection between the behavior and the reward is clear. ā¢ Tailor the reinforcement Customize the reinforcement to the person and the situation. For example, if a reward is too large, the disappointment of not achieving it can also be very great and thus demotivating. Too many interim rewards can also backfire: they can distract from the long-term goal. ā¢ Consider basic needs If a student has too little autonomy, the reward will have little effect because the student feels they have too little influence over it. The student may then find it difficult to link their behavior to the reward. So take autonomy, relationship, and competence into account. ā¢ Build reinforcement For example, if a student starts the year with high grades, it will be disappointing if they get lower grades afterward (because it has become more difficult). It may therefore be didactically smart to give lower grades at the beginning of the school year to prevent students from feeling like they are getting worse. ā¢ Do not reinforce intrinsic motivation If students are intrinsically motivated for something (they enjoy learning it on their own), reinforcement can have a counterproductive effect: students may perceive the behavior as extrinsically driven and feel less autonomous, which can negatively affect motivation.
Bekkering, H. & Helden, J van der. (2015). De lerende mens. Meppel, Nederland: Boom Uitgevers.