Can extrinsic rewards induce intrinsic motivation for virtuous behaviour? A classroom-based pilot study

Purpose This pilot study tested the “lure hypothesis” – the idea that extrinsic rewards can induce intrinsic motivation for virtuous behaviour – within a classroom-based character education context. Design/methodology/approach Twenty-two extrinsically motivated Year 7 pupils (ages 11–12) from an inner-city comprehensive school were recruited to participate in weekly journaling sessions over six weeks, allocated to either gratitude journaling (intervention) or generic journaling (control). Intrinsic motivation was assessed at three time points using an adapted Intrinsic Motivation Inventory. Data were analysed via mixed factorial ANOVA. Findings No significant group × time interaction emerged. However, participants in both groups showed a significant increase in perceived autonomy from pre- to post-intervention, suggesting that extrinsic rewards may help initiate internalisation through the formation of habits. Research limitations/implications As an exploratory pilot with a small, non-random sample and self-report measures, findings should be interpreted cautiously. Future research should employ larger samples and behavioural measures. Practical implications Findings suggest that teachers might use carefully structured reward systems to encourage initial engagement in virtue-related activities, provided attention is paid to the habits being formed. Originality/value This study provides an initial empirical test of the lure hypothesis in an educational setting, showing that rewards may play a productive early-stage role in the internalisation of virtuous behaviour.