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Engagement in Classroom Learning: Creating Temporal Participation Incentives for Extrinsically Motivated Students Through Bonus Credits

Extrinsic inducements to adjust students’ learning motivations have evolved within 2 opposing paradigms. Cognitive evaluation theories claim that controlling factors embedded in extrinsic rewards dissipate intrinsic aspirations. Behavioral theorists contend that if engagement is voluntary, extrinsic reinforcements enhance learning without ill effects. The author offers a simple engagement bonus awarding strategy highly adaptable to learners. The model is an application of the labor supply theory and is an extension of the impact of premium wages on incentives to work overtime. Empirical results support the hypothesis that incentives to engage substantially increase as bonus scores increase the opportunity costs of leisure.