In learning, motivation is the key to success. Students who are not
motivated to learn generally do not fare well. But there are various
kinds of motivation.
A student can be highly motivated because he
is curious or interested in a subject, or he wants to gain the approval
of his parents or teachers. If it is the former, he is said to be
intrinsically motivated: He acts for the fun of achieving something he
really cares for, and not because he is afraid of losing face or being
punished.
From birth, humans are generally active, curious and ready to
learn and discover. This innate motivation is the key to growth and
development, and our self-directed ability to survive. It is this
interest in novelty and being creative that leads to success in life.
Motivation
can be enhanced or diminished by outside value. One student does his
homework because he worries about his parents’ reaction; another wants
to do well in school so he can pursue a particular path. Both are
eternally motivated, but they are different in critical ways: One does
his work out of fear, the other for a goal.
Since most school subjects are not intrinsically interesting, how do we motivate students to value these endeavours?
Positive
feedback about competence increases self-directed motivation, whereas
negative performance feedback diminishes it. But importantly, good
feedback must also be accompanied by a sense of independence in order to
result in increased self-directed motivation.
Large-scale
studies have shown that tangible rewards and threats diminish
self-directed motivation, partly because they are perceived as reducing
independence and increasing outside control. Conversely, choice and
opportunity enhance motivation by promoting independence.
Classroom
studies in schools show that teachers who promote independent thinking
catalyse greater curiosity and motivation. Students who are excessively
controlled lose creativity and learn less well, especially when learning
is complex or requires abstract, creative dispensation. Children of
parents who support independent thinking do better in terms of
creativity and curiosity.
In the long term, when the reasons for
an action are internalised and assimilated by an individual, even
extrinsically motivated actions can become intrinsic. A person might get
involved with an activity because of, say, a reward. But that exposure
might lead the person to develop an interest that by itself provides
satisfaction.
Conversely, an individual who liked the value of an
activity could lose interest because of a controlling teacher. He could
then move back to where the only reason for taking part would be for
external reward.
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