Entitlement Theory Essay

Seeking instant gratification stifles a drive for betterment. Cognitive development halts when rewards are expected; praise is a method that attempts to apply increased motivation or acknowledge hard work. The entitlement theory addresses the issue of incentives, prizes only provides a short burst of interest until receiving the award. “If children know they will automatically get a reward, what is the impetus for improvement? Why bother learning problem solving skills, where there are never obstacles to begin with?” (Merryman). Teaching with the assistance of rewards devalues the drive for exceeding expectations. Decreasing a child’s natural tendency for exploration comes from an anticipated reward. When promised the rewards before assigned

Children’s desire for knowledge is rooted with self accomplishment and discovery rather than an expected payment. Knowing a reward is present counteracts the idea of locating a new cognitive finding. Monetary rewarding continues to devalue discovery, therefore Generation Z shall be unable to impede entitlement’s power on educational disinterest. When feeling entitled to a reward, diligence and enthusiasm towards learning fade. The limit for rewards can approach, for when rewards can not continue to build interest, the monetary value of each reward increases to maintain the attention of the child. “Similar to an addiction, the rewards must get larger and larger in order to get the same result. Kohn asserted that the only motivation most students get from rewards is the motivation to get more rewards” (Gardiner). Manipulating students to be motivated by external prizes, rather than mental achievements creates a lust-filled perspective on accomplishments. Entitlement develops from seeking gratitude for less effort because a person believes they deserve more. Constant expectations for rewards limit those who avoid taking time for