The Dark Side of rewards and punishments in the classroom part II

Research Reviews
Author: Soizic Le Courtois


  1. Atkins MS, McKay MM, Frazier SL et al. (2002) Suspensions and Detentions in an Urban, Low-Income School: Punishment or Reward? Journal of Abnormal Child Psychology 30: 361–371.
  2. Bevington TJ (2015) Appreciative evaluation of restorative approaches in schools. Pastoral Care in Education 33: 105–115.
  3. Birch SH, Ladd GW (1997) The teacher-child relationship and children’s early school adjustment. Journal of School Psychology 35: 61–79.
  4. Boggiano AK, Flink C, Shields, A et al. (1993) Use of techniques promoting students’ self-determination: Effects on students’ analytic problem-solving skills. Motivation and Emotion 17: 319–336.
  5. Buyse E, Verschueren K, Verachtert P et al (2009) Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate. The Elementary School Journal 110: 119–141.
  6. Cowley S (2014) Getting the buggers to behave (5th ed). London : Bloomsbury.
  7. Deci EL and Ryan RM (2000) The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry 11: 227–268.
  8. Deci EL, Spiegel NH, Ryan RM et al (1982) Effects of Performance Standards on Teaching Styles: Behavior of Controlling Teachers. Journal of Educational Psychology 74: 852–859.
  9. Docking J (1982) The impact of control and management styles on young children in the early years of schooling. Early Child Development and Care 8: 239–252.
  10. Gneezy U, Rustichini A (2000) A Fine Is a Price. Journal of Legal Studies 29: 1–17.
  11. Grolnick WS and Ryan RM (1989) Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology 81: 143–154.
  12. Hamre BK and Pianta RC (2005) Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development 76: 949–967.
  13. Hospel V and Galand B (2016) Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction 41: 1–10.
  14. Houser D, Xiao E, McCabe K et al. (2008) When punishment fails: Research on sanctions, intentions and non-cooperation. Games and Economic Behaviour 62: 509–532.
  15. Jerome EM, Hamre BK and Pianta RC (2009) Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher‐perceived Conflict and Closeness. Social Development 18: 915–945.
  16. Koestner R, Ryan RM, Bernieri F et al. (1984) Setting limits on children’s behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personnel Psychology 52: 233–248.
  17. Lewis R (2001) Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education 17: 307–319.
  18. Manning ML and Bucher KT (2001) Revisiting Ginott’s Congruent Communication after Thirty Years. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 74: 215–218.
  19. McNally S and Slutsky R (2018) Teacher–child relationships make all the difference: constructing quality interactions in early childhood settings. Early Child Development and Care 188: 508–523.
  20. Mitchell MM and Bradshaw CP (2013) Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology 51: 599–610.
  21. Portilla XA, Ballard PJ, Adler NE et al. (2014) An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality. Child Development 85: 1915–1931.
  22. Reeve J (2006) Extrinsic Rewards and Inner Motivation in: Handbook of Classroom Management. Oxon: Routledge.
  23. Reeve J, Jang H, Carrell D et al. (2004) Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion 28: 147–169.
  24. Ryan RM and Deci EL (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55: 68–78.
  25. Tobin T, Sugai G and Colvin G (1996) Patterns in Middle School Discipline Records. Journal of Emotional and Behavioural Disorders 4: 82–94.
  26. Wolfgang CH and Brudenell G (1983) Discipline: Different strokes for different folks. Early Child Development and Care 11: 285–296.