Teaching for effective learning - self-motivation

What we know

A huge amount has been written about how motivation works and particularly about how we can influence and affect other people’s motivation.

One of our key understandings associated with motivating others lies in the distinction between intrinsic and extrinsic motivation. Intrinsic motivation is when we are compelled to do something from within - we do something because we want to for ourselves. Extrinsic motivation is when we are motivated mainly from the outside - we do something because someone else wants us to and makes it worthwhile for us by promising us a reward if we do it, or threatening us with a punishment if we don’t.

Psychologists are increasingly inclined to the view that we are all born with intrinsic motivation to learn. Young children learning to walk fall down frequently, but they get up again and they keep on trying. They want to learn to walk and they believe that they can. They are not put off by failures and setbacks.

As children grow older and progress through the school system, however, their natural inclination to learn is eroded. By the time they get to secondary school many young people no longer appear to be intrinsically motivated learners. Indeed, many appear to want to avoid learning altogether.

Adults, therefore, rely increasingly on extrinsic drivers in order to motivate young people to do well at school. We exhort young people to study and work hard so that they will achieve better grades and we offer rewards for success and endeavour, and punishments for lack of success and effort. 

It must be recognised that achievement and success stems from a combination of extrinsic and intrinsic motivation – many young people remain intrinsically motivated to do well academically. Many schools now recognise, however, that helping young people to become self-motivated and increasing their self-belief are much more effective forms of motivation than simply using rewards and punishments.

Alan McLean’s Motivated  School provides a framework through which teachers can reflect upon how their classroom climates shape learner motivation. McLean’s framework helps schools to foster self-motivating classroom climates, where learners can become more autonomous. McLean’s recent Learning Stances framework provides teachers with a set of lenses that focus on how pupils interact within their learning climate. The Learning Stances framework helps to explain differences within and between the personalities of individual learners.

Implications for learning

If schools are to help young people achieve success and fulfil their potential, teachers need to understand how motivation works and how they can influence the self-motivation of learners. Motivation and achievement are closely linked. Lack of achievement is generally the cause of poor motivation, rather than the result of it. 

When young people and adults describe motivational teachers, two factors emerge with remarkable consistency - relationships and involvement.

Motivational teachers have the ability to establish and nurture strong relationships with learners of all abilities. They are interested in and respect learners as individuals. They are approachable and willing to listen and give support. They show belief in the ability of their pupils to learn and achieve. 

Motivational teachers engage with young people in order to provide quality feedback. They tell learners how they are doing, encourage them to do better, notice when they are having difficulties and help them when they are stuck.

Motivational teachers also make young people feel involved in their learning and in influencing the learning environment. They consult and listen to pupil voice when making decisions about learning and teaching. They make the process of learning meaningful and provide young people with a clear sense of purpose.

Such teachers are capable of motivating, empowering and even inspiring young people.

Creating a climate for self motivation

It is important to recognise that the best form of motivation is self-motivation. No matter how much we may want a young person to do or achieve something, ultimately we cannot motivate them to do so unless they want to do it for themselves. Promises of rewards and threats of punishment may work in the short term, but if we rely too much on them to influence young people’s motivation they will soon begin to lose their effect. In fact overuse of rewards and punishments can undermine self-motivation and foster dependency.

The following approaches are often effective in influencing the self-motivation of young people.

1 Taking an interest

Showing a genuine interest in young people and their learning is the most important thing we can do. This involves talking with them about what they are learning and how; what interests them and what they are finding difficult. It is also important to discuss why they are learning, what their goals are and what they need to do to achieve them.

2 Challenging and supporting

Homework and study are important, but it should be acknowledged that there are lots of pressures on young people at this time in their lives. Establishing the right balance between challenge and support can be difficult. It’s easy to get into confrontations which lead to high levels of stress and anxiety for both parents and learners and these often get in the way of learning. It is important to encourage young people to talk about their feelings, especially boys.

3 Using positive language

Words have a very powerful effect on us. Often the way we are spoken to and talk to ourselves undermines our confidence and affects our motivation. When talking with young people about their learning it is very important to use positive words and comments. Follow the ‘four to one’ rule - four positive comments for every negative.

4 Acknowledging success

Acknowledging their successes can boost the confidence of young people. It is important to encourage learners to do their best and recognise their efforts and achievements. Praise, however, should be genuine and realistic: they will know when it is not.

5 Stressing effort and playing down ability

Teachers and parents should be aware of the need to play down the importance of cleverness or intelligence and stress the importance of effort. Telling learners that they could do better makes them feel bad and is often counter productive. It is more effective to discuss what they have achieved in the past, what still has to be done and how they can achieve their learning targets.

6 Promoting self-reliance

It should be recognised that the ultimate aim is to get young people to want to do things for themselves, not for others. Adults should avoid the temptation to help them when they are experiencing difficulties in their learning or do their homework for them. Self-reliance is fostered through encouraging learners to find answers and develop skills themselves. It is also important to view difficulties and mistakes positively – they are often the most effective ways of learning. 

7 Encouraging competition

Life is more like a marathon than a 100 metre sprint. Most people who take part in marathons are not competing against other runners, but are trying to reach the finish line in the best time that they can. Young people should also be encouraged to find ways of competing with themselves through setting both short and longer term targets or goals for personal achievement. This often endows their learning with a much deeper sense of purpose. Human beings are competitive and many young people are motivated by competition, especially boys. Competition can provide a sense of purpose as well as being a source of enjoyment. Winning can boost confidence whilst losing builds character.

It is one thing understanding what works and another achieving it amid the reality of a busy school environment with the attendant pressures on teacher time and resources. It is often very difficult for teachers working on their own to create a fertile climate for self motivation and so it is important to establish a whole school commitment to fostering increased self motivation. Leaders of schools also recognise the need to create the same conditions in the staffroom in order to influence the self-motivation of teachers and other school personnel.