Economical Analysis of Increased Fess in Education

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Economical Analysis of Increased Fess in Education

Introduction

Education and learning is an important part of an individual's life. These factors play their immensely valuable role in the development of an individual and they also play their part in shaping the life of an individual. Education and opportunities to get education is the basic right of an individual. There are certain factors that give rise to the concept of inequality in the accessibility to educational opportunities. The aim of this paper is to talk about the raising the fees of education and quality of education and quality of students.

Intrinsic Motivation

Intrinsic motivation comes from rewards inherent in a task or activity itself. This form of motivation has been studied by social psychologists and education since 1970. Research has found that intrinsic motivation is usually associated with high educational attainment and enjoyment of students. Intrinsic motivation has been explained by the attribution theory of Fritz Heider, the work of Bandura on self-efficacy, and Ryan and the theory of cognitive appraisal of the decision. Students tend to be intrinsically motivated if they:

They attribute their educational results to internal factors that can control (e.g., the amount of effort they put),

They think they can be effective agents for achieving the desired goals (i.e., the results are not determined by luck)

The Hidden Cost of Rewards

When participating in an activity intrinsically interesting, the imposition of an extrinsic reward typically has a negative effect on future motivation of the person. The negative effect of rewards on intrinsic motivation is known as "the hidden cost of reward" because the rewards are often attributed positive effects on motivation. One wonders whether the acceptance of the generally negative effects of the intrinsic reward that rewards necessarily always reduce intrinsic motivation. This was put in question, and after half decade of psychological research and can say that the rewards do not always reduce intrinsic motivation. There are three limiting factors that define the circumstances in which the rewards reduce subsequent intrinsic motivation.

The first factor is of whether a reward reduces intrinsic motivation is the expectation of reward. Lepper's study (1973) indicates that extrinsic rewards reduce extrinsic motivation only if the person expects a reward for performance. If it is not expected reward, regardless of whether there is or not, the reward will not reduce intrinsic motivation (Lepper 1973, 129).

A second factor is the highlight of reward. Ross (1975) proposed that extrinsic rewards reduce intrinsic motivation would be noted in the individual's experience while performing the task. If the reward is not outstanding then you will have the effect of reducing intrinsic motivation (Ross 1975, 245).

A final limiting condition is whether the reward is tangible. The tangible rewards, like money, prizes and food tend to produce a decrease in intrinsic motivation while non-tangible rewards such as praise and encouragement given orally do not have this result.

What these three factors delimiting indicate is that rewards do not always reduce intrinsic motivation but that the ...