Motivation

Motivation is what makes a person move toward a goal. It is common in education to distinguish between intrinsic motivation (being motivated by the task itself and its perceived value), and extrinsic motivation (being motivated by external factors, such as rewards or the threat of punishment). However, this distinction can be an oversimplification, and it is more helpful to focus on the factors that enhance students’ motivation. It is also often assumed that motivation causes learning, but in fact motivation is just as often the outcome of learning, as students are motivated by their own success in mastering new learning.

There is a great deal of research which demonstrates strong links between levels of motivation in students and their learning outcomes. Motivation is positively correlated with academic achievement, positive behaviour, and factors such as wellbeing, self-esteem, and a sense of purpose. Positive motivation and engagement support academic progress and outcomes, but are also a valuable end in themselves.

There is a considerable body of research evidence on motivation in education. Much of the psychological research is in the form of lab-based quantitative studies. However, there have been a growing number of studies recently that have studied motivation in the school context. Within these studies, there also is a growing evidence base identifying the factors, including practical steps teachers can take, that support students’ motivation in school. Self-determination theory summarises the key factors that research has shown to contribute to student motivation: autonomy (a sense of control and choice), belonging (a sense of connectedness), and competence (a sense of self-efficacy).

One of the most important factors influencing student motivation is the relationship they have with their teachers, and positive teacher-student relationships serve to boost student motivation. It is also important to keep a focus on motivating students in relation to what is to be learned, rather than on trying to engage students’ interest with fun but potentially distracting activities. Teachers can also attend to the factors of self-determination theory by:

• Providing opportunities for student autonomy and choice
• Enhancing students’ sense of membership of the class and building strong connections with teachers, peers, and the school
• Connecting learning with students’ goals, values, and identities
• Designing learning tasks with an appropriate level of challenge, to develop students’ self-efficacy and sense of competence
• Supporting students to set appropriate goals, and providing feedback to help them track their progress towards achieving those goals

• What steps do you take to ensure that all students feel like they belong in your class?
• How do you develop tasks with the right level of challenge to keep students engaged?
• How do you communicate the purpose, structure, and value of learning in your classroom?
• How do you work with students to create learning goals and provide feedback on their progress towards these goals?