Motivation
Students’ motivation determines, directs, and sustains what they do to learn
Motivational issues often manifest themself in student behavior such as:
- Regularly missing classes or arriving late
- Regularly submitting work late or not at all
- Lack of participation
- Poor academic performance
Value and Expectancy
Theories of motivation to pursue specific learning goals often focus on two factors (1) Value and (2) Expectancy (Lovett et al 2023). (1) A goal's importance, or subjective value, directly influences how people behavior (or what goals they seek to obtain, based on their perceived value). For example, if a student does not find the content of a course interesting or relevant, they may see little to no value in learning the material.
(2) While individuals typically need to find find value in a goal in order to pursue it, they also are motivated to pursue outcomes they expect they can successfully achieve. For example, if a student doesn't think they can be success in a Writing course, they will likely disengage from behaviors required for deep learning.
Self-Determination Theory
Another way common way to think about motivation is through Self-Determination Theory (Deci & Ryan 1985). According to Ambrose et all (2023), "grounded on the assumption that people inherently pursue growth and learning, self-determination theory suggests that students will find value when learning address three important needs" including autonomy, competence, and relatedness (92-33). In distinguishing between different needs and goals, intrinsic and extrinsic motivation emerge differentially. Intrinsic motivation deals with the satisfaction one gains by simply doing the task. Users typically already assign value to the content of the goal or activity. For example, if a student finds reading enjoyable and interesting they are more likely to value reading, and thus more motivated to read for class. On the other hand, extrinsic motivation deals with the satisfaction one gains from a reward, or doing something for a separate outcome (Ryan & Deci 2001). For instance, a student may choose to complete an extra credit assignment because they are extrinsically motivated by the extra points to improve their overall grade.
Strategies for Improving Students Motivation
Clearly Articulate Learning Goals and Expectations
- Provide rationale for why students are completing each assignment, and repeat that rationale
- Rationale could also cover certain academic policies. For example, be explicit about the importance of attending class if your exam covers content from class lectures and discussion.
Show Relevance to Student's Academic and Professional Lives
- How will what you're learning here prepare them for other academic
learning contexts?
- For instance, engineers may see little value in taking a writing courses because they do not realize that the knowledge acquired will later serve them in taking a required capstone project course.
- Where will they need to use these skills in their future careers?
Highlight Real-World Applications of Knowledge and Skills
- Incorporate current case studies
Connect to Student's Personal Interests
- You may try incorporating different issues important to students like sustainability, social causes, technology, and mental health (to name a few)
- Note that these interests may differ if you are teaching Adult Learners
Allow Students Some Degree of Choice
- For example, for a research project consider providing a general theme but allow them to choose the topic
Show Your Passion and Enthusiasm
- Doing so can raise student's curiosity about the subject, leading them to engage more deeply than they initially intended
Have any strategies of your own you'd like to share? We'd love to see them, so send us a message at [email protected]!
Additional Resources
Articles
Hobson, Eric H. https://www.ideaedu.org/idea_papers/getting-students-to-read-fourteen-tips/. Oct. 2004.
Hurney, Carol. “Learner-Centered Teaching in Nonmajors Introductory Biology: The Impact of Giving Students Choices.” Journal of Microbiology & Biology Education : JMBE, vol. 13, Dec. 2012, pp. 133–41.
- Spoiler alert: providing choices in a large enrollment biology course improved student effort, confidence perception of their learning, and course grades
Ryan, Richard M., and Edward L. Deci. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist, 2000.
Svinicki, Marilla D. Motivation: An Updated Analysis. May. 2016.
Books
Barkley, Elizabeth F. Student Engagement Techniques : A Handbook for College Faculty. Jossey-Bass, 2010.
Lovett, Marsha C., et al. How Learning Works: Eight Research-Based Principles for Smart Teaching. 2nd ed., Jossey-Bass, 2023
Benassi, V.A., C.E. Overson, and C.M. Hakala.. Applying the science of learning in education: Infusing psychological science into the curriculum (2014)
Websites
Student motivations and attitudes, Science Education Resource Center, Carleton College. Kirk, K. (2016)
Teaching for cognitive engagement, Solis, A. (2008)