A five-year study of ~3,500 German students: intrinsic motivation and deep learning strategies predicted long-term maths growth; extrinsic motivation and surface (rote) strategies did not; intelligence predicted initial level but not growth.
The study (identified by Claude from the DOI in the post)
Murayama, Pekrun, Lichtenfeld & vom Hofe (2013), “Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies”, Child Development 84(4). Grades 5–10, Bavaria (PALMA project).
Findings as reported
- Intrinsic motivation, perceived control and deep strategies (elaboration, connecting ideas) → growth.
- Extrinsic motivation and surface strategies → short-term gains at most.
- Perceived control effects were less consistent across grades.
Limits
One subject, one cohort; correlational. Ferlazzo extends it to learning in general, which the authors don’t.
Apply in my context (Claude)
- Strong evidence against designing Tanga-style rewards around rote memorisation scores. Reward elaboration (explain, connect, apply) rather than volume.
Connections
Rewards undermine interest in the rewarded activity · Familiarity is not mastery - retrieve, explain, contrast, transfer · Teach students to manage boredom