Motivation in school is a very complex construct grounded in different sets of beliefs and value orientations that learners hold. Psychology Today defines motivation as “the desire to act in service of a goal … [and] one of the driving forces behind human behavior.” In the classroom, those goals might include achieving a high grade, pleasing a teacher, getting the attention of peers, or maintaining the social status quo. Many teachers struggle to influence or direct students’ goal-oriented behavior to enhance academic or behavioral outcomes.
Two studies published in Research in Middle Level Education Online address student motivation and offer some practical insights for educators. The authors of the study (Research in Middle Level Education-1) defined school motivation as “students’ overall interest, participation, and enjoyment of learning.” They found that perceptions of peer support influenced certain motivational beliefs, such as belief in the ability to achieve a task or belief in the importance of a task, and this boost in motivation was associated with higher academic achievement. The idea of motivation as a mediating variable means it is not simply a question of how students can be motivated, but rather a question of which beliefs, values, or perceptions a teacher might use to give a student a motivational boost.
Understanding motivation as a mediating factor, teachers instead might ask, “What can I do to make this learning task more relevant, enjoyable, or achievable — i.e., more motivating—for my students?”
The second study (Research in Middle Level Education-2) offered answers. In my class, Gregory [a student] was exhibiting “amotivation.” The study described four causes of amotivation that are based on a student’s beliefs about ability, effort, and the learning task itself.
First, amotivation is sometimes based on valuing beliefs, or the academic value a learner ascribes to a task. A learner might not see the relevance or value of a task, and therefore will not engage in it or will avoid it altogether.
Second, amotivation may come from ability beliefs. A learner may have a low perception of self-efficacy and, therefore, believe the task is beyond the learner’s capabilities or perceive no way to control the outcome of the task.
Third, amotivation may be based on task characteristic beliefs. A learner may avoid a task because it is perceived as boring, uninteresting, unappealing, or too difficult, or maybe the learner perceives the task as just plain irrelevant.
Finally, amotivation may be based on effort beliefs. A learner may not have the energy to initiate and sustain the behavior necessary to complete a task and, therefore, not wish to put forth the effort or simply avoid the task altogether. All four of these types of beliefs can contribute to academic amotivation in students and lead to a variety of negative academic outcomes including low retention, low engagement, lack of commitment, insufficient effort, and high-test anxiety.
As a result of some of this information, I created a choice board offering a variety of learning modalities. Gregory got excited about the options that involved drawing, and he chose to demonstrate his understanding of child labor during the industrial revolution using three options: a graphic novel, a help wanted poster, and a puzzle. I tapped into Gregory’s task characteristics beliefs and ability beliefs. By including choices involving artistic expression, I made the task more appealing and achievable for Gregory, increasing his motivation to complete the task.
Teachers often ask, “What can I do to motivate my students?” Perhaps that is the wrong way to frame the question. Understanding motivation as a mediating factor, teachers instead might ask, “What can I do to make this learning task more relevant, enjoyable, or achievable — i.e., more motivating—for my students?”
Help students develop positive beliefs about their abilities by using strengths-based and assets-based approaches in the classroom, and consistently communicate expectations that students are capable of completing academic tasks. Provide clear, timely, actionable feedback to help students observe, monitor, and own their academic progress.