For some young people, engagement and enthusiasm for learning appear effortless; they enter school curious, focussed and behave as active participants in their learning. For others, murky goals, overwhelming tasks and a struggle to see value in what they are being asked to do, makes learning a painful process.
All teachers recognise the importance of motivation in academic achievement and school enjoyment, and many have heard the terms “intrinsic” and “extrinsic” motivation bandied around, but what does this really mean?
Types of Motivation
Psychologists make a distinction between ‘autonomous’ and ‘controlled’ motivation. Autonomous motivation is when a person gains interest, enjoyment and value from completing a task, i.e. they are ‘intrinsically motivated’. Conversely, controlled motivation refers to doing something due to obligation, pressure or punishment, i.e. ‘extrinsic motivation’. When a child or young person is more autonomously motivated, and has higher intrinsic motivation, their wellbeing, performance and engagement are enhanced as a result. Lower intrinsic motivation predicts poor school engagement, lower attainment levels and an increase in disruptive behaviour. Therefore, it is this autonomous and intrinsic motivation which teachers may look to foster at school. In order to do this, three psychological needs must first be met which is where self-determination theory comes in.
What is Self-Determination Theory (SDT)?
Self-determination theory was developed by two psychologists, Richard Ryan and Edward Deci in the 1980s. This theory of human motivation was offered as an alternative to the widely held belief that in order to get humans to do things, they just need their behaviour reinforced through reward or punishment.
Instead, self-determination theory proposes that human beings are naturally curious and active contributors to their growth. However, three innate psychological needs must be met in order for them to grow and change:
Autonomy
Autonomy refers to a sense of choice and control in life and that we have a say in decisions which impact us.
Competence
Competence refers to the experience of feeling confident and effective in relation to a task.
Relatedness
Relatedness refers to a sense of belonging and connectedness, and involves caring for and being cared for by others.
When these needs are met, an individual experiences enhanced self-motivation and better mental health. Intrinsic motivation is more likely to grow, resulting in more engaged and determined pupils who perform better at school and place value on academic activities. When these needs are not met, there are potentially negative consequences such as diminished motivation and well-being (Ryan & Deci, 2000) These needs are driven by the social conditions and environment in which a person exists and therefore, teachers are well placed to target these needs through their interactions with their students.
How can interactions with students impact their motivation?
A student who has these psychological needs met may appear motivated, focused, engaged, interested and energised. On the other hand, when needs are ignored or neglected, a child may appear passive, listless or apathetic. Active suppression of these needs, through pressure or control may result in reactive, oppositional or anti-social behaviours often referred to as ‘challenging’. Therefore, in the classroom, behaviour labelled challenging could be interpreted as a young person who is experiencing an unmet psychological need.
Strategies of Support
Dr Hayley Prickett, Educational and Child Psychologist has conducted recent research on the use of SDT in schools. She proposed a number of strategies teachers can use to create an environment which supports autonomy, competence and relatedness in their students. Some of these are listed below.
Autonomy – What can teachers do?
Competence
Dr Prickett’s research states that pupils’ competence (in both learning and behaviour) should be supported through educators providing structure. For example:
Relatedness
Relatedness is fostered through building positive relationships with students. This can be facilitated through taking the time to interact individually with each pupil, using humour and fun, and taking an active interest in their lives.
For example, you could:
- Welcome each student into your classroom by name each day.
- Make sure they know when things have gone well and send positive messages home.
- Learn something about each student, show interest in their lives and try and have 1:1 time where possible.
- Make time to chat with them about non-learning subjects, check-in with them and demonstrate supporting behaviour.
References and resources:
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
- Prickett, H., & Hayes, B. (2023). A systemic approach to supporting motivation and behaviour in secondary classrooms during COVID: a professional development intervention using self-determination theory. Educational Psychology in Practice, 39(3), 364–381. https://doi.org/10.1080/02667363.2023.2221023
- https://drive.google.com/file/d/1ot9LbJy_QtUV4Zi600jm7vG9jDP7PSPh/view
- Video, Self-Determination Theory within the classroom with Dr Hayley Prickett https://www.youtube.com/watch?v=hCkGRnD6XTE
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