These questions are suitable for verbal or written check-ins. When scoring written check-ins, items 4, 6, and 7 should be reverse-scored. It is also prudent to consider not only the level of motivation a student has but their form of motivation. Is the student more intrinsically or extrinsically motivated, or somewhere in between? With this knowledge, we can use the above strategies to nudge the students towards more internal motivation by developing their sense of competency and control over their learning, as well as doing what we can to draw students in with interesting content.
Anderman, E. In Handbook of research on student engagement pp. Springer: Boston, MA. Deci, E. Motivation and education: The self-determination perspective. Educational psychologist , 26 , Ryan, R. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology , 25 1 , Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist , 55 1 , Vansteenkiste, M. Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation.
Educational psychologist , 41 1 , Wigfield, A. Expectancy—value theory of achievement motivation. Claire is a Ph. Previously, Claire conducted research as a consultant for the non-profit organization Opportunity Education, as well as teaching in K settings for four years. She holds a B. Claire enjoys developing guides with The Education Hub for teachers as they support students in their personal and academic lives.
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School Resources. Home learning support resources here. Find out how to use these resources here. Check out our ECE webinar schedule here. The role of motivation in learning. Home School resources Motivation. Theories of motivation Intrinsic vs. Expectancy Value Theory Goal orientation has a strong impact on persistence through a rigorous task, as described in Expectancy Value Theory.
Flow Theory Flow is described as a psychological state in which an individual is purely intrinsically motivated and in which their sense of time is muted. Nature versus nurture Each of these theories points to the malleability of motivation. Why is motivation important? Motivation fosters creativity and critical thinking Students who are intrinsically motivated treat learning like play.
Motivation cultivates resilience and self-assurance When a student is truly engrossed in a task, they have less cognitive and emotional energy to focus on social image. How do we cultivate motivation? Practise growth mindset Students who feel like they will improve through hard work will exert more effort than those who believe that their success is based on intelligence.
Encourage self-efficacy Students who are paralysed by low academic self-confidence will struggle to drive their own motivation. Normalise the struggle Students may give up because they falsely believe that, if they were going to succeed, it would be easy. Develop optimally challenging, mastery-oriented goals Differentiating tasks so they are appropriately challenging allows students to maintain optimal engagement. Create quiet space Despite the popular idea that fidgets or music support student focus, brains generally need quiet or ambient noise to stay engaged.
Avoid tangible rewards Some learning is simply not particularly interesting, and no amount of differentiation can make every learning experience enjoyable for every student all of the time. However, on a fortnightly or monthly basis, teachers can informally gauge student motivation by asking the following questions: How often do you do the following? References Anderman, E.
Claire Chuter Claire is a Ph. Download this resource as a PDF. Discover how two teachers used real-world problems drawn from their local community to engage students in collaborative problem-solving. The role of social connection, self-regulation and motivation in student achievement and wellbeing. Key principles from Harry Fletcher-Wood on motivation. Three key principles for supporting student motivation when they are learning remotely or working independently.
Schools webinar: Supporting student motivation and engagement when learning from home. So what helps kids who learn and think differently continue to push themselves to improve?
What gets them pumped up enough to try something new? They are motivated and, even when faced with a new challenge, they stay motivated. Motivation is a drive. A child who trains long hours for a baseball tryout or stays up late to nail a science project has got motivation.
The reward can be simple. Making the baseball team or having teachers and peers praise the science project feels good. This feel-good boost makes the hard work your child went through seem worth it. Positive feedback or a good grade also revs motivation. A motivated child who feels rewarded by praise and a positive outcome is more likely to keep going again and again even when something feels tough. What gives kids the drive to try new things? And what gets them to keep on trucking while working on an important project?
The more kids feel good at a task, the more likely they are to enjoy it and want to do better. But kids who learn and think differently typically face more challenges and setbacks than their peers. And improvement may come more slowly or less frequently even when they work hard. This can take a toll on motivation. Over time, they may expect a bad outcome with anything they try. Feeling defeated, they may want to give up or just avoid challenges altogether.
Instead, if a child can find the motivation to try again, they will be more willing to stick with a difficult project or task over the long run. Kids who learn and think differently need motivation to try and try again. In Germany, institutional approval was not required by default at the time the study was conducted. That is, why we cannot provide a formal approval by the institutional ethics committee.
Before testing, we received informed consent forms from the parents of the students who were under the age of 18 on the day of the testing. We included this information also in the manuscript. RS conceived and supervised the study, curated the data, performed the formal analysis, investigated the results, developed the methodology, administered the project, and wrote, reviewed, and edited the manuscript.
AW wrote, reviewed, and edited the manuscript. MS performed the formal analysis, and wrote, reviewed, and edited the manuscript. BS conceived the study, and wrote, reviewed, and edited the manuscript.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Ajzen, I. Attitude—behavior relations: a theoretical analysis and review of empirical research. Amthauer, R. Google Scholar. Atkinson, J. Motivational determinants of risk-taking behavior.
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