Problem Set 11: The Art Of Economics - Interland 2009

Problem Set 11 According Interland 2009 The Art Of Economics Consi

Discuss Jeneen Interlandi, “Not Just Urban Legend,” Newsweek, January 19, 2009. Children in poor neighborhoods have bleak outlooks on life and do not see much gain to studying. A recent experiment is paying children in poor neighborhoods $100 for each “A” they earn in a six-week grade reporting cycle.

The assignment is to answer the question provided above in essay form. This is to be in narrative form. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to organizational behavior.

This source should provide substance and not just be mentioned briefly to fulfill this criteria. The textbook should also be utilized. Do not use quotes. Do not insert excess line spacing. APA formatting and citation should be used.

Paper For Above instruction

The experiment of paying children in impoverished neighborhoods $100 for each "A" earned during a six-week grading cycle offers compelling insights into behavioral motivation and its broader consequences. Such a monetary incentive aims to directly influence students' academic behaviors by encouraging increased effort and achievement, yet it also raises questions about the long-term effects and ethical implications concerning intrinsic motivation and educational values.

From an economic perspective, this intervention exemplifies a form of extrinsic motivation rooted in principal-agent theory, where financial rewards serve as incentives to elicit specific behaviors. According to Interlandi (2009), economic policies are more effective when they consider the downstream consequences for all groups involved, including students, parents, teachers, and the community. Applying this principle, one might expect that providing monetary rewards would increase the likelihood of students engaging in studying and completing their assignments, thereby improving their academic performance in the short term.

However, the effects extend beyond immediate academic outcomes. Behavioral economics suggests that such incentives can influence students' perceptions of the value of education. If students associate education primarily with extrinsic rewards, there is a risk of diminishing intrinsic motivation—the internal desire to learn for its own sake—potentially leading to a decline in genuine interest and long-term academic engagement. This is supported by Deci and Ryan’s (1985) Self-Determination Theory, which posits that external rewards can undermine intrinsic motivation, especially if incentives are perceived as controlling or if the primary purpose of the activity shifts from learning to the reward itself. Hence, while the initial behavioral change might be positive, the long-term impact on students’ attitudes toward learning in environments lacking external incentives remains uncertain.

Moreover, the social and community aspects must be considered. As Interlandi (2009) emphasizes, policies that influence one group often have ripple effects on others. For instance, if children in one neighborhood are incentivized to study more diligently, it might lead to increased peer competition or stratification among schools. Although the immediate outcome may be improved grades, the broader consequence could be an increase in disparities if such programs are only accessible to certain populations, thereby exacerbating educational inequalities.

Furthermore, from a behavioral organizational standpoint, this experiment can be analyzed through the lens of reinforcement theory. Paying students for earning A’s can be viewed as positive reinforcement, which, according to organizational behavior research, can effectively promote desired behaviors when implemented appropriately (Robbins & Judge, 2019). Nonetheless, the sustainability of such external reinforcement is questionable, and there is a risk that students may become dependent on external rewards rather than developing internal motivation, which could diminish their desire to learn once incentives are removed.

In conclusion, while financial incentives such as paying children for academic achievement can temporarily improve grades and motivation in the short term, they also pose significant challenges concerning intrinsic motivation, equity, and long-term attitudes toward learning. Drawing from Interlandi’s (2009) broader view on economic policies and their effects on all groups, it is crucial that such interventions are carefully designed and complemented with strategies that foster internal motivation and a genuine love for learning. Only then can such policies yield sustainable, equitable, and meaningful improvements in educational outcomes for children residing in impoverished neighborhoods.

References

• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
• Interlandi, J. (2009). Not just urban legend. Newsweek, January 19.
• Robbins, S. P., & Judge, T. A. (2019). Organizational Behavior (18th ed.). Pearson.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
• Gneezy, U., & Rustichini, A. (2000). Pay enough or don’t pay at all. The Quarterly Journal of Economics, 115(3), 791–810.
• Lepper, M. R., & Green, D. (1975). The hidden cost of reward. Journal of Personality and Social Psychology, 31(1), 129-138.
• Fryer, R. G. (2011). The role of incentives in education: Evidence from randomized trials. In Handbook of the Economics of Education (Vol. 3, pp. 381-502). Elsevier.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
• Wilson, D. (2017). Motivation and learning: An overview. Educational Psychology Review, 29(2), 243–261.