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"Empowering schools to implement proactive, data-driven supports to improve student wellbeing"
Student Motivation and Acknowledgement Systems - Jennifer Payne
In this episode of Behavioural Deep Dive, I sit down with Jennifer Payne to explore student motivation, acknowledgement systems, and some of the common misconceptions surrounding rewards in schools.
The conversation focuses on how acknowledgement systems can be used to teach behavioural skills, strengthen positive feedback practices, and support more data informed decision making within school settings.
Show Notes
Understanding acknowledgement systems
A central idea explored throughout this conversation is that acknowledgement systems are much more than simply “reward systems”.
Jennifer describes acknowledgement systems as serving two important purposes. Firstly, they provide a way for schools to assess behavioural skills by identifying which expectations students are demonstrating consistently, and which skills may require further teaching and support. Secondly, they act as a reminder system for adults to use effective practices, particularly specific positive feedback, to increase the likelihood of those behaviours occurring again in the future.
Rather than focusing only on what students receive, the discussion reframes acknowledgement systems as a way to strengthen teaching, improve consistency, and support more intentional behavioural instruction within schools.
Motivation and common misconceptions
A major focus of the episode is the ongoing debate around rewards, intrinsic motivation, and student behaviour.
Jennifer unpacks the difference between intrinsic and extrinsic motivation, explaining how these concepts are often misunderstood within education. The conversation explores the common argument that rewards and acknowledgement systems may reduce intrinsic motivation, while also examining how these ideas are often applied more broadly than the research may support.
Importantly, the discussion highlights that many of the behaviours schools aim to teach are not behaviours students naturally engage in purely for enjoyment. Rather than viewing acknowledgement systems as damaging motivation, the episode explores how they can be used to support behavioural skill development, positive learning environments, and greater internal regulation over time.
Self-determination theory in schools
The conversation also explores how self-determination theory can help educators think differently about motivation within classrooms and schools.
Jennifer discusses the importance of relatedness, autonomy, and competence in supporting students to move from doing something because an adult tells them to, towards doing it because they recognise its value or importance. This includes strengthening belonging and positive relationships within classrooms, increasing student voice and choice within acknowledgement systems, and helping students recognise growth and improvement through specific positive feedback.
Rather than relying solely on externally regulating behaviours, the discussion highlights how acknowledgement systems can support students to gradually develop greater self-regulation and independence over time.
Designing systems that are practical and sustainable
The conversation concludes with practical advice for educators and school leaders looking to strengthen acknowledgement systems within their own settings.
Jennifer emphasises that effective systems need to be simple, easy to use, and sustainable for staff. If systems are overly complicated or time consuming, they are less likely to be implemented consistently.
The episode also explores common criticisms of acknowledgement systems, including the idea that they are “just bribery”, and provides practical ways educators can respond confidently to these concerns while still maintaining a strong focus on student learning, skill development, and positive school culture.
Research Referenced throughout the Episode
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Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105–115. https://doi.org/10.1037/h0030644
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Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), 129–137. https://doi.org/10.1037/h0035519
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Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Resources
Contact Jennifer Payne
Jennifer Payne is a teacher, psychologist, and the Director of Rypple, a not-for-profit organisation supporting schools to implement effective multi-tiered systems of support for behaviour and learning. Jennifer is widely recognised for her ability to translate research into practical strategies that help schools create positive, supportive, and sustainable learning environments, particularly within regional and remote communities across Australia.
