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Motivation is an important factor in education, and can be the key difference between a temporary span of learning, and a lifetime obsession, pursuing a satisfying and rewarding interest. Motivation will also separate bad learners from good learners, so what makes what we perceive a good learner? Good learners show a willingness to listen to the subject and experiment with it, the willingness to ask questions, an ability to analyze their own learning process and methods, allow for error correction, and–maybe above all–a desire to learn and grow.[4] Motivation can encourage all of these behaviors, but how do we motivate, and how do we bolster the passion that comes with motivation? What does motivation give students in the end, and how can we more effectively reach it? To motivate is to drive a behavior that encourages repetition and is either inspired by internal motives, or by external rewards. Motivation relating to an internal desire to grow by testing one’s capacity and surpass new challenges, or fulfill a desire that is significant to the learner is called Intrinsic Motivation. Intrinsic Motivation is driven by a longer-lasting enjoyment of the task itself, and not the rewards gained.[1] This can be much more sustainable, as this motivation does not rely on external pressures, or a change in such desires to reinforce. After all, we all want to be better than we were; rarely is it the case we’d enjoy reverting and falling down the ladder. To harvest Intrinsic Motivation, educators should typically promote the subject, rather than the rewards or detriments. Things that inspire the learner can be great powder keg sparks, such as watching a live launch of SpaceX reusable rockets leading to the learner pursuing to become an engineer, or perhaps watching someone close to one struggle through health related problems and, therefore, encouraging that person to study and become a physician. These are life-changing interactions with the world, and cause a reaction to a susceptible learner. This type of motivation can be further compounded by an instructor who is also interested in the subject.[5] On the other hand, motivation driven by external forces, such as punishment or rewards is called Extrinsic Motivation. This type of motivation is the easiest to cast, because the gratification of the learners actions is direct and happens within a short window. Educators simply need to supply ample stimulation that interests the learner. However, once the learner changes desires, or achieves sufficient stimulation, then the motivation is lost. Which means that Extrinsic Motivation is best for short boosts, but should not be considered as a stable, long-term source of motivation. While Extrinsic Motivation might not be useful long-term, it does offer something that Intrinsic motivation cannot always offer, which is voracity. This is the case simply because the gain or loss from one’s actions is quite clear and sudden, while goals formed from Intrinsic motivation can cloud and seem much farther away.[2] Some common Extrinsic Motivators are money, grades, time (such as leaving early or leaving late), or competitions–as they motivate only as far as the end of the competition[6]. Why cultivate motivation at all? Certainly it would be so much easier not wasting our time as educators with silly gimmicks, but long-term intrinsic motivations in life play such importance that arming our students with such an advantage will help them exceed well-past our short time of influence. Motivation clarifies a goal and sets priorities. Motivation teaches perseverance, and how to push through setbacks. It builds self-confidence and helps fight against fear.[3] These things make learning much easier and can resonate, nurturing a more fulfilling life. Now that we’ve examined what motivation is, and how it can benefit a learner, the obvious central question is how do we motivate? Initiating motivation begins when a learner is introduced to an activity. They then determine if the activity interests them; if it does, they will engage in it. If not, the student will determine their personal investment based on two factors. The first factor is the stimulation it provides, such as an appetizing curiosity or challenge for the learner. Secondly, how much personal control the activity affords, such as difficulty and whether the student has the freedom of choice. If these two factors are desirable, then the student determines that the activity is interesting, and further engages in it. If, at any time, either stimulation or personal control becomes inadequate, the learner loses interest, and extrinsic motivators should be used to reinforce interest and reevaluate the activity to align the students interest with the stimulation involved to achieve intrinsic motivation once again.[4] Some efficient ways of motivation involve becoming a motivating force yourself. Deliver presentations and lectures with passion and be energized. Be an example of enthusiasm, and drive that fire directly into your students.[5] Get to know your students’ interests. Their concerns and personal identity should be considered at every turn, as personal connections included into materials and oration will be much more engaging than topics they cannot consciously connect with.[5] Allow students to dictate their fate–include them as much as you can when constructing their project and essay topics. This will ensure that their interests are represented, and promote the idea of personal control over the activity.[5] Motivation is a powerful skill that may bring about internal changes, further sculpting learners–potentially–for the rest of their life. Whether it is mastering short-term extrinsic motivation or long-term intrinsic motivation, these techniques will allow us, as educators, to better reach and establish meaningful relationships with our subjects. 1 - Ryan, Richard M.; Deci, Edward L. (2000). "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions". Contemporary Educational Psychology. 25 (1): 54–67. CiteSeerX 10.1.1.318.808. doi:10.1006/ceps.1999.1020. PMID 10620381. 2 - Ryan, Richard M.; Deci, Edward L. (2000). "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being". American Psychologist. 55 (1): 68–78. CiteSeerX 10.1.1.529.4370. doi:10.1037/0003-066X.55.1.68. 3 - Cook, N. (n.d.). Why Motivation is Important in Life. Retrieved from https://www.nataliecook.com/blog/why-motivation-is-important-in-life 4 - Unit 1: Teachers and Learners [PDF]. (2011). International TEFL and TESOL training. 5 - Mcdaniel, R. (2018, May 07). Motivating Students. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/ 6 - Dewani, V. (2013, January 12). Motivation. Retrieved from http://www.slideshare.net/vijaydewani7/motivation-15959567
