Sparking The Drive To Learn: How To Motivate Students

Performing well in school may involve many different factors, some of which can depend on the specific material being studied. However, one ingredient that may be necessary for virtually every aspect of school is motivation — the drive to learn and achieve. What can you do as a concerned adult to motivate students who aren’t engaging with their coursework?

Effective approaches to student motivation often involve sparking and nurturing an individual’s inner drive to learn and master new knowledge. This may involve allowing students greater freedom to explore and experiment on their own while providing support when they run into difficulties. Helping them find personal reasons to engage with the material may achieve more lasting and far-reaching increases in motivation. Students experiencing low motivation may also benefit from speaking with a licensed counselor.

Intrinsic vs. extrinsic motivation

Psychological research has found evidence suggesting that not all student motivation is equally powerful. Motivational theory typically draws a distinction between intrinsic and extrinsic motivation — in other words, motivation that comes from internal or external sources. The available research suggests that intrinsic motivation may be associated with the following:

• Better learning outcomes 
• Increased creativity and spontaneity
• Improved developmental progress
• More robust mental health and happiness

As such, understanding the difference between these forms of motivation could be crucial for learners and those hoping to help them succeed. 

What is intrinsic motivation?

Intrinsic motivation generally refers to the urge to learn, solve problems, and complete tasks for the sense of enjoyment and satisfaction these activities provide. Intrinsically motivated students may take a personal interest in the subject matter they’re studying, or they may find pleasure in tackling and overcoming academic challenges. 

These students may be more likely to take on new learning opportunities, exceed the requirements of assignments, and seek out additional information beyond the course material. This increased engagement often translates into greater academic achievement, as well as greater overall life satisfaction and mental health. 

What is extrinsic motivation?

Extrinsic motivation typically refers to the desire to succeed academically to achieve another goal or avoid punishment. External factors that can drive student motivation include things like praise from teachers and mentors, parental approval, new academic opportunities, the prospect of a high-paying career, or tangible rewards, such as money, gifts, or permission to engage in enjoyable activities. 

The relationship between intrinsic and extrinsic motivation may be complicated, with research suggesting that offering rewards for academic success or punishments for failure can sometimes undermine intrinsic motivation. This doesn’t necessarily mean that external motivators like grades and awards are never effective tools for motivating students, but they may need to be used with care. The following educational strategies may help you find the right motivational balance to help students achieve. 

Enable choice and freedom

According to the self-determination theory (SDT) of motivation, people tend to be most effectively motivated when certain psychological needs are met. In particular, a sense of autonomy — the ability to direct one’s own behavior — may strongly support intrinsic motivation. You may want to try motivating students by giving them some freedom in their approach to the learning process. 

Avoid dividing students against each other

While many teachers want to offer recognition for high performers, you may need to take care not to do so in a way that encourages resentment and enmity from other students. This can encourage negative social pressure that may reduce their desire to succeed. 

You may have more success if you avoid approaches like grading on a curve or ranking class members. Instead, you can focus on a combination of praise and constructive criticism based on students’ mastery of course material.

Support self-confidence

Research on college students has found that their sense of self-efficacy (belief in their own ability to succeed) can be a significant contributor to motivation. Teachers may be able to boost their students’ confidence with a strategy known as “scaffolding,” in which the course material begins with relatively easy assignments and gradually increases in complexity and difficulty. Getting a few successes early on can increase a student’s belief in their ability to solve problems and complete tasks.

If you’re the parent of a child or adolescent, getting involved in their learning process may also enhance self-efficacy. By going over course material or homework with your child, asking them questions, and emphasizing that they’re capable of understanding and finding solutions, you can model a healthy approach to learning. 

Connect the material to students’ interests

When study material is linked to something that’s already interesting for an individual, that person may experience a stronger desire to learn. Motivating students can be easier when you try to show them how the materials connects to their interests. For example, a math teacher might engage students by pointing out how statistics can be used to improve sports performance or explaining the role of geometry in planning space travel. An English teacher could discuss social or emotional themes that might resonate with their students. 

Parents may also be able to help with this aspect of a student’s motivation, since they’ll often have a better idea of their child’s specific interests. 

Tying the material to a student’s future goals could also get them more invested in their own education. If you know your student is interested in law, for instance, you could emphasize how the critical thinking and research skills they’re learning in your class will assist them in the courtroom. This is one potential way to use extrinsic motivation effectively. 

Encourage help-seeking

Providing opportunities and encouragement for students to correct mistakes and receive extra support when needed may reduce the negative impact that academic setbacks can have on their self-esteem. You may want to consider offering extra-credit assignments or options to correct and resubmit tests for partial credit. This can help them see mistakes as learning opportunities rather than signs of incompetence. 

This approach may be enhanced by extrinsic reward strategies. For example, you could offer students a small number of points toward their grade simply for coming to your office hours or offer an award for students who make significant improvements over the entire course.

Use active teaching methods

Using more involved, interactive approaches in class can also increase engagement for the average student. Active teaching methods can produce superior academic outcomes compared to simply standing in front of the class and lecturing. 

Below are several examples of active learning activities: 

Think-pair-share

This technique usually involves asking the class a question and having each student think it through on their own, then pair up with a partner to discuss. Each pair can then present their answer to the class.

Peer instruction

In this active learning method, students may take turns teaching the class, preparing and delivering short presentations on particular topics related to the course material. This activity can prepare students for the practical work of researching, summarizing, and articulating knowledge. 

Predict, observe, explain

This approach generally involves asking students to describe how they expect a particular situation or experiment to unfold, observe it in real-time, and come up with an explanation for why the results did or didn’t match their prediction. This can be seen as a miniature version of the scientific method. 

Most confusing point

Teachers usually lead this activity at the end of a class, asking everyone in the classroom to choose the topic they found most unclear or confusing from the lesson. The students may take one minute to write down their best approximation of this point, and the instructor can use the papers to identify and correct misunderstandings.

Direct students toward motivational resources

Students who seem to be struggling with motivation may benefit from being informed about the tools for academic support available to them, including the following:

• Academic advisors: Most colleges and many high schools provide students with dedicated advisors who can offer assistance and relate students’ current work to their academic and career goals. 
• Peer mentoring: Students can also get help from peers who understand the material well and may be able to relate to their difficulties, potentially improving their self-confidence.
• Study skill guides: Many schools provide online instructions describing how to implement effective study habits, which often include motivational strategies. There may even be courses dedicated to this topic at some institutions.
• Study halls, libraries, and office hours: Dedicated spaces and times where students can work with fewer distractions may help them stay focused. 
• Campus behavioral health centers: Sometimes, difficulties with motivation can be related to psychological disorders like depression or anxiety. A school-provided mental health counselor might be able to help. 

If you’re a student experiencing low motivation and you think it might be related to a mental health challenge, online therapy is another possible option. Working with a mental health care professional remotely can provide a greater sense of control and security than talking to a school counselor. 

Early evidence suggests that online psychotherapy interventions may have positive effects on both mental health and academic performance.