The negative effects of extrinsic motivators such as grades have been documented with students from different cultures. Although this matter is more complex than simply regarding all extrinsic rewards as controlling or diminishing learning, we agree with Richard Ryan and his colleagues that people across different cultures are likely to express more satisfaction with their lives when their primary goals are intrinsic rather than extrinsic. Another consistent research finding is that when a learning activity is undertaken explicitly to attain some extrinsic reward, people respond by seeking the least demanding way of ensuring the reward. Since there are three decades of evidence that dominating instruction with a system of controlling external rewards may contribute to inferior learning, using a pedagogy based on theories of intrinsic motivation appears to be a more reasonable and effective approach to enhancing learning among culturally diverse students.

* pedagogy: 교수법