Non-monetary rewards in education

References

• Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/https://doi.org/10.1037/0022-0663.84.3.261
   Web of Science ®Google Scholar
• Avvisati, F., Gurgand, M., Guyon, N., & Maurin, E. (2014). Getting parents involved: A field experiment in deprived schools. The Review of Economic Studies, 81(1), 57–83. https://doi.org/https://doi.org/10.1093/restud/rdt027
   Web of Science ®Google Scholar
• Barua, R., & Vidal-Fernández, M. (2014). No pass no drive: Education and allocation of time. Journal of Human Capital, 8(4), 399–431. https://doi.org/https://doi.org/10.1086/678262
   Web of Science ®Google Scholar
• Beazidou, E., Botsoglou, K., & Andreou, E. (2013). Classroom behavior management practices in kindergarten classrooms: An observation study. Έρευνα στην Εκπαíδευση (Helenic Journal of Research in Education), 1(1), 93–107.
   Google Scholar
• Bergman, P., & Chan, E. W. (2019). Leveraging parents through low-cost technology: The impact of high-frequency information on student achievement. Journal of Human Resources, Advance online publication. https://doi.org/https://doi.org/10.3368/jhr.56.1.1118-9837R1
   Google Scholar
• Berry, J. (2015). Child control in education decisions: An evaluation of targeted incentives to learn in India. Journal of Human Resources, 50(4), 1051–1080. https://doi.org/https://doi.org/10.3368/jhr.50.4.1051
   Web of Science ®Google Scholar
• Bigoni, M., Fort, M., Nardotto, M., & Reggiani, T. G. (2015). Cooperation or competition? A field experiment on non-monetary learning incentives. The B.E. Journal of Economic Analysis & Policy, 15(4), 1753–1792. https://doi.org/https://doi.org/10.1515/bejeap-2014-0109
   Web of Science ®Google Scholar
• Chevalier, A., Dolton, P., & Lührmann, M. (2018). “Making it count”: Incentives, student effort and performance. Journal of the Royal Statistical Society: Series A (Statistics in Society), 181(2), 323–349. https://doi.org/https://doi.org/10.1111/rssa.12278
   Web of Science ®Google Scholar
• Deci, L. E., & Ryan, M. R. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/https://doi.org/10.1006/ceps.1999.1020
   PubMed Web of Science ®Google Scholar
• Deci, L. E., & Ryan, M. R. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology/Psychologie Canadienne, 49(1), 14–23. https://doi.org/https://doi.org/10.1037/0708-5591.49.1.14
   Web of Science ®Google Scholar
• Dizon-Ross, R. (2019). Parents’ beliefs about their children’s academic ability: Implications for educational investments. American Economic Review, 109(8), 2728–2765. https://doi.org/https://doi.org/10.1257/aer.20171172
   Web of Science ®Google Scholar
• Dowson, M., & McInerney, D. (2001). Psychological parameters of students’ social and work avoidance goals: A qualitative investigation. Journal of Educational Psychology, 93(1), 35–42. https://doi.org/https://doi.org/10.1037/0022-0663.93.1.35
   Web of Science ®Google Scholar
• Emerson, T., & Mencken, K. (2011). Homework: To require or not? Online graded homework and student achievement. Perspectives on Economic Education Research, 7(1), 20–42.
   Google Scholar
• Fryer, R. (2016). Information, non-financial incentives, and student achievement: Evidence from a text messaging experiment. Journal of Public Economics, 144, 109–121. https://doi.org/https://doi.org/10.1016/j.jpubeco.2016.10.009
   Web of Science ®Google Scholar
• Gneezy, U., List, J. A., Livingston, J. A., Qin, X., Sadoff, S., & Xu, Y. (2019). Measuring success in education: The role of effort on the test itself. American Economic Review: Insights, 1(3), 291–308.
   Google Scholar
• Guryan, J., Kim, J. S., & Park, K. H. (2016). Motivation and incentives in education: Evidence from a summer reading experiment. Economics of Education Review, 55, 1–20. https://doi.org/https://doi.org/10.1016/j.econedurev.2016.08.002
   Web of Science ®Google Scholar
• Hamm, J. V., Schmid, L., Farmer, T. W., & Locke, B. (2011). Injunctive and descriptive peer group norms and the academic adjustment of rural early adolescents. The Journal of Early Adolescence, 31(1), 41–73. https://doi.org/https://doi.org/10.1177/0272431610384486
   Web of Science ®Google Scholar
• Hanushek, E., & Wößmann, L. (2011). The economics of international differences in educational achievement. In S. Machin, E. Hanushek & L. Wößmann (Eds.), Handbook of the economics of education (pp. 89–200). Elsevier.
   Google Scholar
• Jalava, N., Joensen, J. S., & Pellas, E. (2015). Grades and rank: Impacts of non-financial incentives on test performance. Journal of Economic Behavior & Organization, 115, 161–196. https://doi.org/https://doi.org/10.1016/j.jebo.2014.12.004
   Web of Science ®Google Scholar
• Kotaman, H. (2019). Children’s choice: Motivation after successful completion of a mathematics task. Early Child Development and Care, 189(5), 811–891. https://doi.org/https://doi.org/10.1080/03004430.2017.1344978
   Web of Science ®Google Scholar
• Kotaman, H., & Aslan, M. (2020). Student preferences for motivation type after successful completion of a mathematics task. Educational Psychology, 40(6), 695–712. https://doi.org/https://doi.org/10.1080/01443410.2019.1691717
   Web of Science ®Google Scholar
• Kraft, M. A., & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review, 47, 49–63. https://doi.org/https://doi.org/10.1016/j.econedurev.2015.04.001
   Web of Science ®Google Scholar
• Lee, J. (2008). Sibling size and investment in children’s education: An Asian instrument. Journal of Population Economics, 21(4), 855–875. https://doi.org/https://doi.org/10.1007/s00148-006-0124-5
   Web of Science ®Google Scholar
• Levitt, S., List, J. A., Neckermann, S., & Sadoff, S. (2016). The behavioralist goes to school: Leveraging behavioral economics to improve educational performance. American Economic Journal: Economic Policy, 8(4), 183–219.
   Web of Science ®Google Scholar
• Lichtman-Sadot, S. (2016). Improving academic performance through conditional benefits: Open/closed campus policies in high school and student outcomes. Economics of Education Review, 54, 95–112. https://doi.org/https://doi.org/10.1016/j.econedurev.2016.07.001
   Web of Science ®Google Scholar
• Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75–98. https://doi.org/https://doi.org/10.1037/0033-2909.116.1.75
   Web of Science ®Google Scholar
• Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). Routledge/Taylor & Francis Group.
   Google Scholar
• Martorell, P., Miller, T., Santibanez, L., & Augustine, C. H. (2016). Can incentives for parents and students change educational inputs? Experimental evidence from summer school. Economics of Education Review, 50, 113–126. https://doi.org/https://doi.org/10.1016/j.econedurev.2015.12.003
   Web of Science ®Google Scholar
• McCormick, M. P., & Cappella, E. (2015). Conceptualizing academic norms in middle school: A social network perspective. The Journal of Early Adolescence, 35(4), 441–466. https://doi.org/https://doi.org/10.1177/0272431614535093
   Web of Science ®Google Scholar
• Merret, F., Wilkins, J., Houghton, S., & Wheldall, K. (1988). Rules, sanctions and rewards in secondary schools. Educational Studies, 14(2), 139–149. https://doi.org/https://doi.org/10.1080/0305569880140202
   Web of Science ®Google Scholar
• Moberly, A. D., Waddle, L. J., & Duff, E. R. (2005). The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 25(4), 359–366. https://doi.org/https://doi.org/10.1080/1090102050250410
   Google Scholar
• Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/https://doi.org/10.1037/0033-295X.91.3.328
   Web of Science ®Google Scholar
• Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press.
   Google Scholar
• Oreopoulos, P. (2007). Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling. Journal of Public Economics, 91(11–12), 2213–2229. https://doi.org/https://doi.org/10.1016/j.jpubeco.2007.02.002
   Web of Science ®Google Scholar
• Payne, R. (2015). Using rewards and sanctions in the classroom: Pupils’ perceptions of their own responses to current behaviour management strategies. Educational Review, 67(4), 483–504. https://doi.org/https://doi.org/10.1080/00131911.2015.1008407
   Web of Science ®Google Scholar
• Riener, G., & Wagner, V. (2019). On the design of non-monetary incentives in schools. Education Economics, 27(3), 223–240. https://doi.org/https://doi.org/10.1080/09645292.2019.1586835
   Web of Science ®Google Scholar
• Springer, M., Rosenquist, B., & Swain, W. (2015). Monetary and nonmonetary student incentives for tutoring services: A randomized controlled trial. Journal of Research on Educational Effectiveness, 8(4), 453–474. https://doi.org/https://doi.org/10.1080/19345747.2015.1017679
   Web of Science ®Google Scholar
• Tapola, A., & Niemivirta, M. (2008). The role of achievement goal orientations in students' perceptions of and preferences for classroom environment. British Journal of Educational Psychology, 78(2), 291–312. https://doi.org/https://doi.org/10.1348/000709907X205272
   PubMed Web of Science ®Google Scholar
• Vidal-Fernández, M. (2011). The effect of minimum academic requirements to participate in sports on high school graduation. The B. E. Journal of Economic Analysis & Policy, 11(1), Article 51.
   Web of Science ®Google Scholar
• Visaria, S., Dehejia, R., Chao, M. M., & Mukhopadhyay, A. (2016). Unintended consequences of rewards for student attendance: Results from a field experiment in Indian classrooms. Economics of Education Review, 54, 173–184. https://doi.org/https://doi.org/10.1016/j.econedurev.2016.08.001
   Web of Science ®Google Scholar
• Warnick, B. R. (2017). Paying students to learn: An ethical analysis of cash for grades programmes. Theory and Research in Education, 15(1), 71–87. https://doi.org/https://doi.org/10.1177/1477878517696617
   Web of Science ®Google Scholar
• Wendt, H., Vennemann, M., Schwippert, K., & Drossel, K. (2014). Soziale Herkunft und computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich [Social background and computer- and information-related skills of students in an international comparioson]. In W. Bos, B. Eickelmann, J. Gerick, F. Goldhammer, H. Schaumburg, K. Schwippert, M. Senkbeil, R. Schulz-Zander, & H. Wendt (Eds.), ICILS 2013, Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich (pp. 265–296). Waxmann Verlag.
   Google Scholar
• Zizzo, D. J. (2010). Experimenter demand effects in economic experiments. Experimental Economics, 13(1), 75–98. https://doi.org/https://doi.org/10.1007/s10683-009-9230-z
   Web of Science ®Google Scholar