Motivation: Human Development (DP IB Psychology: HL): Exam Questions

Source 2

A sample of 48 children aged 7–9 years took part in a four-week group-based learning programme designed to promote cooperation and turn-taking. Children were divided into two groups based on the type of motivation used by teachers.

At the end of the programme, teachers completed a social development checklist. The table shows mean social development scores in relation to motivational approach. Higher scores indicate more advanced social development. 

Table 1: Social development scores by motivational approach

A box and whisker plot in Figure 2 is consistent with the data presented in Table 1.

Analyse the findings from source 2 and state a conclusion linked to the claim that extrinsic motivators influence social development.

Source 3

A developmental psychologist conducted non-participant observations in three primary schools to examine how extrinsic motivators influenced children’s social interactions during group work. Field notes were analysed using thematic analysis. The following themes were identified:

• Children were more likely to cooperate when rewards were clearly linked to group behaviour

• Praise from teachers increased turn-taking and sharing

• Competition for rewards sometimes led to conflict between peers

• Some children relied on rewards rather than internalised social norms

Discuss how the researcher could improve the credibility of the findings in source 3.

To what extent can we conclude that extrinsic motivators play an important role in the social development of children? In your answer, use your own knowledge and at least three of sources 2–5 (opens in a new tab).