What causes these motivation patterns? What factors influence these patterns?
Self-determination theory revolves largely around intrinsic vs. extrinisic motivation. As educators, we should think of motivators as belonging to one of two categories:
What Undermines Intrinsic Motivation:
What Fosters Intrinsic Motivation:
Intrinsic motivation is oftentimes undermined by tangible, extrinsic motivators. This can include:
Class incentives like pizza parties or movie days.
Token economies, such as class coins that can earn you a prize.
Sometimes, verbal praise (see: the "Case by Case" category below).
In an interview, author Alfie Kohn states the following about tangible, extrinsic motivators, "By virtue of being controlling they're likely to be aversive in the long run."'
Intrinsic motivation is oftentimes undermined by expectations.
Tangible reward systems, over time, will condition students to expect a reward for basic tasks. The interview with Alfie Kohn uses a great example of a child asking his mom, "What's my reward?" after simply setting the dining table.
Expectations undermine intrinsic motivation because the task is done solely to earn an extrinsic motivator.
Alfie Kohn, despite some very strong opinions about motivation, does pose a great question: Which question would you rather have students ask in your classroom?
"What do they want me to do, and what will I get for it?"
"Why might this be useful in the future? What makes this fun?
Brandt, R. (1995). Punished by rewards? A conversation with Alfie Kohn. Educational Leadership, 53(1), 13-16. Retrieved from http://www.alfiekohn.org/teaching/pbracwak.htm.
Self determination theory tells us that growth depends on three basic psychological needs: A sense of autonomy, and sense of competence, and a sense of relatedness. These are all important to consider when looking at what successfully fosters intrinsic motivation.
Intrinsic motivation is fostered by tasks that are rooted in the student perspective. This means:
Tasks relate to student individual characteristics, cultures, and interests.
This pertains to a sense of relatedness: do students feel as though their individual interests are acknowledge and cared for? Do they feel connected to the work they're doing?
Intrinsic motivation is fostered by tasks that provide students with choice.
One task won't be perfectly suited to everyone's interests, and that's why choice is so important. (For example, think about all of the options we had for Creative Project #1 in this course...)
Students of any age can benefit from some form of choice. Whether it's between two options, or ten, intrinsic motivation is increased when students have a sense of autonomy and choice.
This doesn't mean every activity must involve choice. Make your students feel heard and important!
Intrinsic motivation is fostered by tasks that are optimally challenging.
This is about finding a delicate balance. Students are very unlikely to be intrinsically motivated by work that feels too easy, and in the same way, by work that feels too hard.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.