-by Dr. Tim Grivois, Executive Director
Intrinsic motivation is something that can never come from a sticker chart. Why? Because intrinsic motivation is all about doing something for the pure joy, satisfaction, or personal growth that comes from the activity itself. It’s driven from within, not from external rewards. Sticker charts, on the other hand, rely on external rewards to shape behavior—offering students a “do this, get that” kind of deal. While sticker charts can be effective in the short term, they don’t foster the deep, personal drive that comes with intrinsic motivation.
When we give students a sticker for completing a task, we’re essentially saying, “Here’s your reward for doing what you’re supposed to do.” This can lead to students focusing on the reward, rather than the task itself. Instead of learning to enjoy cooperation or understanding the value of hard work, students may simply comply to earn the sticker. Once the reward system is removed, so often is the behavior, because the internal reason for engaging in the task hasn’t been developed.
To truly build intrinsic motivation, we need to help students connect with why the behavior matters to them. That could mean guiding them to experience the joy of learning something new, the satisfaction of solving a problem, or the pride that comes from achieving something difficult. When students feel a sense of autonomy (they have a say in their actions), mastery (they’re getting better at something that matters), and purpose (they see how their actions fit into a bigger picture), intrinsic motivation naturally follows.
Sticker charts aren’t without merit. They can be a helpful tool to reinforce positive behaviors, especially for younger students who are just beginning to understand how their actions connect with outcomes. But if we want long-lasting, self-directed behavior change, we need to create learning environments that go beyond the external reward and tap into what drives students from the inside out.
To foster this, we should focus on how we talk to students about their behavior. Instead of saying, “Great job, here’s your sticker,” try, “You worked really hard to solve that problem—how does it feel to accomplish that?” If a school value connects to our feedback, even better. For example, “When you worked hard to solve that problem, you demonstrated determination.”
When we help students connect to the process, we’re laying the groundwork for a deeper, more enduring form of motivation that will serve them well beyond the classroom.
In short, sticker charts can jumpstart behavior change, but if we want students to grow into lifelong learners and cooperative community members, we must focus on cultivating intrinsic motivation.