1. Some researchers believe that by rewarding students with tangible rewards such as gold stars or similar awards we are doing more harm than good. Do you agree with this statement? Why or why not? Do all rewards have a negative impact? Support your ideas with evidence from the literature (10 points). Children are motivated extrinsically or intrinsically. Those students who are intrinsically motivated, we see in them the desire to learn. This is usually related to achieving a feeling of accomplishment. These are the students who are always ready to tackle tasks of challenging nature so that they can deeply understand the concepts and information. On the other hand, those students who are extrinsically motivated put in minimal efforts to gain maximum rewards. A large number of teachers believe that students' motivation can be increased if they are provided with various forms of tangible rewards such as gold stars, stickers, sweets or others. also prizes. They believe that this type of reward can generate positive outcomes because students will repeat the action knowing that they will be rewarded for it. It is also believed that parents do not encourage their students to learn, so they become indifferent to it. Therefore, such tangible rewards can motivate students to learn. Teachers in this regard believe that these rewards will help children not only to learn but also to listen and behave appropriately (Kamins & Dweck, 1999). Beyond this, many argue that learning and the development of self-discipline are devalued by giving rewards to child students. The best example in this regard is that of a child who completes his task only with the intention of being rewarded, he may not have learned the value of hard work. Therefore, it will not be wrong to say that tangible rewards produce changes only in the short term (Skinner, 1953). Rewards therefore have a negative effect on student performance because they are seen as a way to control students and older students may feel insulted or even manipulated at times when rewards are offered. The important point here is that we see no change in reward behavior when students are not adequately supervised. Many teachers prefer to give intangible rewards to their students rather than tangible ones. These students are offered the opportunity to earn points that are easily exchangeable for special privileges. Examples of intangible rewards are giving students extra time for activities, reading, class games, etc.