2. TOPIC & THEORY
•Children’s motivation for exhibiting creative work (Internal vs
external)
• Purpose: to increase knowledge of children’s motivation
•Self–determination theory
• Locus of Control
•The Overjustification Effect
• External Reasons- less desire to do the task
3. PREVIOUS LITERATURE
Undergraduate students working on a collage making task
Two Conditions: Expectation of evaluation and no expectation of evaluation
Expectation of evaluation = exhibited less creativity
(Amabile 1979).
4. IVS, DVS & HYPOTHESES
• IV 1: Training type: Intrinsic motivation trained, Extrinsic motivation
trained, control
• IV 2: Task reward type: Participation contingent reward, performance
contingent reward
• DV: Creativity output
• Hypotheses
Main Effect for Training Type: Intrinsic motivation training more creativity
compared to external motivation training and control
Main Effect 2: Participation contingent reward- more creativity compared to
performance contingent reward
Interaction Effect: The predicted interaction effect is that the most creative group
will be the group which will be the intrinsically motivation trained and performance
contingent reward group
5. PARTICIPANTS, MATERIALS &
PROCEDURE
• 150 fifth grade students within the NISD in San Antonio Texas
• Compensation- small toy
• One white 8 X 10 piece of cardstock paper a pair of scissors, a stick
of glue, and 5 different colored pieces of construction paper
•Collage making task
• Assessed by 8 art professors at UTSA
• Likert Scale 1-5
6. RESULTS
•ANOVA
•Main Effect for training type: (F (2,144) = , p < .001). Meaning that
participants given intrinsic motivation training (M=4, SD=1.35) will
exhibit significantly more creativity than the participants who
underwent extrinsic motivation training (M=2.5, SD=1.7) or the
control group (M=3.51, SD=2.09).
•Main Effect for reward type: (F (1,144) = , p < .001), such that the
performance contingent reward group (M=3.3, SD=1.52), will exhibit
less creativity than the participation contingent reward group (M=
3.47, SD=1.1)
•Interaction effect of training type and reward type: Creativity level of
the intrinsically motivated group (M=4, SD=1.35) will exhibit the
more creativity than any other group when they are in the
performance contingent group group (M=3.3, SD=1.52).
7. MAIN EFFECT OF REWARD TYPE
0
1
2
3
4
5
Participation Contingent Performance Contingent
CreativityLevel
Reward Type
8. MAIN EFFECT OF TRAINING TYPE
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Intrinsic Extrinsic Control
CreativityLevel
Training Type
10. FLAWS & FUTURE RESEARCH
• New ways assess creativity output
• Generalize to understand how to motivate children in other subjects
such as math
• Humans have an innate love of learning
