Cognitive Evaluation Theory (CET) is a sub-theory within the broader framework of Self-Determination Theory (SDT), developed by Edward Deci and Richard Ryan. CET focuses specifically on the ways external rewards, feedback, and social contexts influence intrinsic motivation—the inherent desire to engage in an activity for its own enjoyment or satisfaction. The theory argues that intrinsic motivation thrives when individuals feel autonomous and competent, but can be weakened when these psychological needs are undermined.
Cognitive Evaluation Theory is highly influential in fields such as education, workplace management, sports, and behavioral psychology because it explains why some reward structures enhance motivation while others diminish it.
1. Core Assumptions of Cognitive Evaluation Theory
CET is built on two main psychological needs:
a. Need for Autonomy
This refers to the desire to feel that one’s actions are freely chosen and self-directed. When individuals experience a sense of control over their behavior, intrinsic motivation increases.
b. Need for Competence
This refers to the desire to feel effective, skilled, and capable of performing tasks successfully. Positive feedback and achievable challenges enhance this feeling.
According to CET, anything that enhances autonomy and competence strengthens intrinsic motivation; anything that diminishes these feelings weakens it.
2. Effects of External Events on Intrinsic Motivation
The theory emphasizes that external events—such as rewards, deadlines, threats, and evaluations—have different motivational impacts depending on how they are perceived.
a. Controlling vs. Informational Events
External events can have two psychological meanings:
Controlling
When a reward or instruction is perceived as pressuring the individual to behave in a certain way, it undermines autonomy.
Controlling events decrease intrinsic motivation.
Examples: strict deadlines, conditional rewards (“You’ll get this only if…”), surveillance, coercion.
Informational
When a reward or feedback conveys meaningful information about competence or improvement, it boosts intrinsic motivation.
It enhances feelings of mastery and autonomy.
Examples: constructive feedback, recognition of achievement, skill-building comments.
Whether an external event is controlling or informational depends on perception, not just intent.
3. External Rewards and Their Impact
CET is especially known for explaining how different kinds of rewards influence motivation.
a. Tangible Rewards
Examples: money, prizes, grades, bonuses.
Tend to undermine intrinsic motivation, especially when given for simply participating or completing tasks.
Why? Because they shift the perceived locus of control from internal (“I do it because I like it”) to external (“I do it for the reward”).
b. Verbal Rewards
Examples: praise, verbal recognition, appreciation.
Can enhance intrinsic motivation if they are informational and focus on competence.
But if used manipulatively or excessively, they may feel controlling and harm autonomy.
c. Unexpected Rewards
Have less negative impact because the individual didn’t perform the task for the reward.
d. Task-Noncontingent Rewards
Rewards given unrelated to task performance (e.g., holiday gifts).
Usually do not affect intrinsic motivation.
4. Effects of Pressure, Evaluations, and Deadlines
a. Pressure
Threats, surveillance, and strict oversight reduce feelings of autonomy and thus reduce intrinsic motivation.
b. Evaluations
Being evaluated can feel controlling and anxiety-inducing. This shifts attention away from enjoyment and toward performance, reducing intrinsic motivation unless the evaluation is supportive and developmental.
c. Deadlines
Strict deadlines can pressure individuals, decreasing autonomy. Flexible deadlines, on the other hand, often maintain or enhance intrinsic motivation by supporting autonomy.
5. Implications of CET in Different Settings
a. Education
CET suggests that:
Students learn more deeply when tasks are interesting and autonomy-supported.
Too many grades, rewards, or rigid rules can reduce intrinsic interest.
Teachers who offer choices, meaningful feedback, and encouragement boost motivation.
b. Workplace Management
Employees are more motivated when they have autonomy, recognition, and opportunities for mastery.
Excessive monitoring, quotas, or contingent bonuses may decrease intrinsic engagement.
Job design should emphasize autonomy, skill use, and meaningful tasks.
c. Sports and Coaching
Athletes thrive when coaches encourage rather than control.
Positive, competence-building feedback enhances intrinsic motivation.
d. Parenting
Children develop strong intrinsic motivation when parents provide choices, support exploration, and avoid controlling language.
6. Strengths of Cognitive Evaluation Theory
Explains why internal motivation decreases when tasks are over-externalized.
Highlights the importance of supportive social environments.
Supported by substantial empirical research.
Influential in designing modern motivation systems (education reforms, HR policies).
7. Limitations of the Theory
Effects of rewards vary across individuals and cultures.
Some tasks are difficult to motivate intrinsically (e.g., repetitive or unpleasant tasks).
External rewards may be necessary in some contexts, even if they reduce intrinsic motivation.
Conclusion
Cognitive Evaluation Theory provides deep insights into how external rewards and social environments shape intrinsic motivation. By emphasizing the importance of autonomy and competence, CET helps educators, managers, coaches, and leaders design conditions that foster authentic engagement rather than dependence on external incentives. It stands as one of the most influential theories explaining why people enjoy what they do—and how to keep that enjoyment alive.
