EFFECTIVE COMMUNICATION FOR STUDENT DEVELOPMENT
Introduction to Motivation
The difference between classrooms where students are disinterested and “tuned out” and
classrooms where students are excited and engaged often depends on motivation.
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While motivation is often dependent on the individual, there are specific tools that you can apply to
enhance overall motivation in your classroom. Motivation has been widely studied in
educational and psychological research and has traditionally focused on the theory of
intrinsic motivation versus extrinsic motivation (Reiss, 2012).
Intrinsic Motivation can be defined as its naming implies, natural or innate motivation. In other
words, it is motivation that comes from a want or desire to do something. It is internally motivated
and participation is done for its own enjoyment and natural rewards such as fun or creativity.
Extrinsic Motivation is also what it suggests. There is an external locus of control or incentive. In
other words, we can also term intrinsic motivation and extrinsic motivation as internal and external
motivation.
Example: we can think of a child painting for the pure joy of experimenting with color (intrinsic)
versus a child painting a piece to enter into a school competition or for a grade (extrinsic motivation).
While there is nothing inherently negative about extrinsic motivation, when we or our students have
what we believe is intrinsic motivation things often feel much easier! But intrinsic motivation can be
hard to come by in educational contexts and while there are strategies to cultivate intrinsic
motivation, extrinsic strategies are more commonly employed in the classroom. We will touch on both
in the strategies below.
Recent Research on Motivation
In recent years, however, there has been an evolution away from understanding motivation as simply
intrinsic or extrinsic. More multifaceted theories have also been produced. One such example is the
Reiss Motivation Profile (RPM), which presents 16 universal reinforcements or human needs
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which drive motivation individually and in combination. Some of the 16 scales and their
definitions include (from Reiss, 2012, p. 154):
Acceptance: The desire for positive regard
Curiosity: The desire for understanding
Honor: The desire for upright character
Independence: The desire for self-reliance
Social contact: The desire for peer companionship
Status: The desire for respect based on social standing
Tranquility: The desire to be free of anxiety and pain
Vengeance: The desire to confront those who offend
You can probably already identify times when one of the examples above motivated you to
accomplish something. Among your students, you may find that curiosity is quite a natural motivator
in primary years when there are so many novelties and firsts, but status and social contact emerge as
stronger motivators among secondary or high school students. Keep in mind that motivation is highly
individual and the needs above are often interwoven and operating in tandem.
Strategies for Providing Motivational Support
Presentation of Self. The first place to start is, of course, with yourself. If you present as
dispassionate and unmotivated this will seep into the minds of your students. Take time to
incorporate material that is interesting to you and share your enthusiasm with your students.
Introducing Motivation Theories. For older students in particular, it can be helpful to set time
aside to discuss motivation theories. Understanding psychological needs for independence,
achievement and social contact can help students understand that the process of learning is just as
valuable as the final outcome.
Growth Experience. Connect what has been learned before with what is currently learned. Explain
how the experience builds on existing knowledge and skills.
Present Value. Directly explain the value of what is being learned as it relates to the course and the
world at large. Link what is being learned to future utility.
Future Value. How does the content relate to the future of the students? Make sure to present the
future value of what is being learned. The future utility can be related to employment, but our
learning also contributes to our households, families, friendships, citizenship, health, creative drive,
and spirit.
Choice. Providing your students with some choice will tap into the need for autonomy and help
encourage self-determination. Give students the chance to select topics and projects which appeal to
their interests and curiosity. This will be discussed in further detail in the following chapter on 4.3
Encouraging Autonomy.
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