Intrinsic Versus Extrinsic Motivation in Schools: A Reconciliation (Martin V. Covington)
(Note: Mr. Covington is supporting both extrinsic and intrinsic motivation)

Problems to Intrinsic Engagement	How Students Value Learning	Steps schools can take to promote appreciation for learning and distributing knowledge (good grades)
Once rewards are no longer available, students show little or no inclination to continue in their studies	Appreciation for what the student is learning is far greater when the student is failing but interested in the task (than when the same student is succeeding, grade wise, but has little interest in the subject-matter content)	Provide payoffs that actively strengthen and reward positive reasons for learning intrinsically; give opportunities to share their work/findings with others; give a chance to explain more deeply and personally why what they learned was important to them
There is a false assumption that achievement is maximized when students compete for a limited number of rewards; aroused for the wrong reasons-to win over others and to avoid losing-and these reasons eventually lead to failure and resentment	Manipulate academic circumstances to create a tolerable balance between grades and caring by choosing what is of interest to them; to avoid failure	Take away rewards that employs winning or losing as incentives so that students refers to failure as falling short of a goal, not falling short as a person
That offering rewards to students doing what already interests them may also undercut personal task involvement; this is called over justification effect	Feeling successful at meeting goal expectations- can either promote an appreciation for learning or intensify one’s concentration on doing better; diverts attention to protecting one’s sense of worth, or cause feelings of hopelessness about ever succeeding; experiences of success or failure	Goals should be arrange around personal interest of students