Motivation
Teachers and students working together create motivation. Research regarding student motivation in learning sets out three key components: value, success, and support. In this module, we examine factors that motivate learners, and share concrete strategies for enhancing students’ motivation that instructors can consider while planning courses, activities, and assessments.
Perceptions of Value
In general, people are motivated to work towards a goal (in our case learning course material) when the goal has value to them. Value is enhanced when students perceive goals as having an important purpose (eg, mastery of skill, links to future learning and/or career path, fulfillment of personal interest, creativity and exploration, or self-transcending purpose).
Supporting Slide Deck
- The Notes section of the slide deck Links to an external site. includes talking points and resource links for all 3 sections here.
Video Starting Points
- Motivation Presentation: Part 1 - What is Motivation?
Links to an external site.
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Motivation Presentation: Part 2 Goals Have Value Links to an external site.
Follow Up Resources
- Linda Nilson. "Motivating Your Students Links to an external site." in Teaching at Its Best: A Research-Based Resource for College Instructors. John Wiley & Sons, 2010: 51-59.
- Susan Ambrose, et al. "What Factors Motivate Students? Links to an external site." in How Learning Works: Seven Research-Based Principles for Smart Teaching. John Wiley & Sons, 2010: 66-90.
- Marilla D. Svinicki. "Student Goal Orientation, Motivation, and Learning Links to an external site.." Idea Paper #41 (2005).
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Expectations of Success
In looking at courses and syllabi, students ask : "Can I do this?" and look for evidence regarding "How can I come to do these things required of me?" in the course syllabus and in early interactions with teachers. Expectations of success can be diminished if students believe that only a few or certain types of people can be successful, that they don't have to change their study habits, that trying new things and making mistakes are risks to grades, or that the course climate will be inhospitable to their values.
As teachers, understanding these "fixed" and "growth" mindsets can help us to sequence teaching and learning activities that convey high expectations and support learners as they move through a sequence of activities engaging them in doing course work related directly to the learning goal.
Video Starting Points
- Motivation Presentation: Part 3 - Expectancy of Success
Links to an external site.
Follow Up Resources
- Talking with Students about Learning:
- Stephen Chew on skills of college-level metacognition Links to an external site.
- Jamie Peterson, video demonstrating talking with students about learning
Links to an external site.
- Vetter, et al, on reframing student resistance in learning Links to an external site.
- What Works, What Doesn't Links to an external site. - study skills to promote, from Scientific American - Mind
- Activities and Assessments from the presentation: on CATs Links to an external site. (Classroom Assessment Techniques), learning & discussion audits Links to an external site., and wrappers Links to an external site. (exams, labs, papers, and more).
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Supporting Environments
A supportive learning environment often features these elements:
- Planning for a learning-oriented classroom that invites and expects engagement, and movement toward reaching high expectations.
- Creating class sessions that incorporate social learning via small group activities with mindfully designed groupings and meaningful tasks.
- Cultivating an inclusive climate, which includes creating accessible course materials, and by periodically asking students about how the course is working.
Video Starting Points
- Motivation Presentation: Part 4 - Supportive Environments
Links to an external site.
- Motivation Presentation: Conclusion
Links to an external site.
Key Readings & Resources
- Harnish Links to an external site., et al: “Creating the Foundation for a Warm Classroom Climate”
- Syllabus policy examples Links to an external site.: “Syllabus Policy Requirements and Sample Statements
- Blog post Links to an external site.: "Teaching with Emotion, Approaches Across Disciplines"
- Short article Links to an external site.: On addressing belonging gaps with psychological interventions
- Feedback on teaching & climate Links to an external site. noted in presentation: Critical Insights Questionnaire (climate) and Student Feedback Through Consensus (teaching)
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