Expectancy, Reinforcement, and Cognitive Evaluation Theories

Three of the prevailing motivation theories are the Expectancy theory, the Reinforcement theory, and the Cognitive Evaluation theory. It will be apparent that though dissimilar these theories are not contradictory. Evaluating the definitions, examples from the educational environment and personal experience it will help to illustrate that they do not contradict each other.

Cognitive evaluation theory suggests that when extrinsic rewards are used to reward performance intrinsic rewards such as enjoyment of the work itself decreases. The explanation for this is that the person senses a loss of control over their behaviour and feels less motivated by enjoyment. While many theorists and researchers believe that intrinsic and extrinsic motivators are not linked and are independent of each other, the cognitive evaluation theory indicates an inverse relationship. Expectancy theory states that I am motivated to act in a certain way to the extent that my behaviour will result in a certain outcome and in my belief that the outcome will lead to a desired goal. For example, if an employee believes that by working hard they will get a good performance review, and that good performance review will lead to a desired promotion, then they will be motivated to work hard. If however, the employee thinks the promotion will be given to the employee with the most seniority, then they will be less likely to word hard because there is no perceived value in doing so to get a reward. Reinforcement theory is based on the idea that behaviour is caused by environment and does not consider the intrinsic motivation of the individual. Thus, positively reinforced behaviours should continue and negatively reinforced behaviours should stop. However, when considering the Reinforcement theory you cannot look at behaviour or the impact on an individual without considering how it affects the inner state as well, weather consciously or unconsciously.

Looking at the example of giving grades for...