Motivating students to creative actions - between romanticism and behaviorism
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The article presents two alternative attempts to the problem of using rewards in motivating children to creative activity - cognitive point of view presented by Teresa M. Amabile who thinks reward influence is detrimental and behaviorist perspective represented by Robert Eisenberger who says that rewards in most cases increase the creativity level. Some research results representative for the both authors views and close to their theoretical perspectives are discussed and their consequences for practice of education for creativity are taken into consideration. There is also critical discussion about often made associations between internal motivation and intrinsic motivation as well as external motivation and extrinsic motivation, and some suggestions of more clear distinctions are proposed.
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