The Mastery Hypothesis and the Overjustification Effect

Abstract

This study examined the hypothesis that task mastery is a critical determinant of the effect of reward on intrinsic interest. Because the negative side effects of reward on interest were assumed to result from a shift away from desire for mastery over a challenge toward simple attainment of a reward, reward was expected to undermine interest if offered to perform a challenging but not an unchallenging activity. Moreover, the beneficial effect of competence information on interest was predicted to depend on whether the target activity evoked feelings of mastery. To test the mastery hypothesis, fourth-grade children performed an interesting activity that varied in levels of complexity. Half of the children were provided with competence information, while the other half were not provided with this information. In addition, half of the children were offered a reward for task engagement. The pattern of results provided overall support for predictions based on mastery.