The topic of whether rewards, such as jewellery, cash, or even the promise of a first car, can effectively enhance exam performance has sparked considerable discussion amongst students, parents, and educational experts alike. Ahead of GCSE results day, many students are left pondering not only their anticipated performance but also the potential rewards awaiting them based on those results. With some parents offering apps and gifts as incentives, we delve deeper into the psychology and implications behind this practice.
Imogen Farmer, a student from Essex, shared her experience following her A-level results, highlighting that her parents rewarded her and her twin sister with a day out in London, complete with shopping and dining at a fancy restaurant. Imogen chose to buy jewellery from Vivienne Westwood as a reward. Despite the treat, she reflected that she would have studied hard regardless and felt that her parents would celebrate their efforts even if their grades weren’t as stellar as hoped.
In a similar sentiment, Jess Cooper from Birmingham expressed her dedication to her studies. She humorously stated that her motivation came from the simple desire not to be kicked out of the house. For Jess, excellent grades represented the hard work she put into her schooling rather than a direct reward-driven mindset. Both students acknowledged that their peers had received various rewards for good grades, with some being promised cash for top scores or even the chance to drive a new car.
Some parents, on the other hand, believe that financial incentives can serve as effective motivational tools. Leon Smith from Surrey shared his approach of giving his children monetary rewards for passing exams, stating it helps them establish a proactive mindset when studying. Leon observed that his son, Isiah, became motivated after witnessing his sister’s reward for her good grades. The idea of having something tangible to work towards seemed to encourage Isiah to extend his study hours, suggesting that financial rewards can have a practical effect in some cases.
However, the flipside of this discussion reveals concern over the pressures such rewards can impose on students. Elaine Dean, a former teacher and mother of two from Manchester, recounted the experience of rewarding her son Zach between £5 to £15 for each grade he achieved during his GCSE exams. Despite her best intentions, she found herself spending more money than expected by the end of the process. Elaine emphasized that fostering a positive and supportive learning environment through praise and involvement is more beneficial than imposing high-stakes monetary rewards.
Experts in the educational field express mixed opinions on the efficacy of rewards for academic performance. Psychologist Natasha Tiwari points out that while immediate rewards might have a short-term impact on motivation, they can also risk framing achievements as transactional. She recommends celebrating effort rather than grades, suggesting alternatives such as special outings or creative reinventions of personal spaces, which can foster greater intrinsic motivation.
Manny Botwe, president of the Association of School and College Leaders, shares skepticism regarding the long-term effectiveness of material incentives. He believes that equating a child’s worth to their grades can lead to detrimental pressure, especially for those who do not achieve the desired outcomes. The emphasis, he argues, should be placed on the intrinsic value of education to guarantee better long-term results for students.
The various perspectives reflect a nuanced understanding of how and why students are motivated, indicating that while tangible rewards may have their place, they should not overshadow the essential value of fostering a love for learning. As results day approaches, families may choose different paths, but the core principle remains: education goes beyond grades, emphasizing personal growth, intrinsic ambition, and the continuous quest for knowledge.
