Direct students’ attention to the process of completing the project and the effort involved, rather than on the end product. With that, avoid using statements that suggest that innate ability is all that is required to complete a project. Focus on their effort, not their innate ability. By using statements of encouragement like, “your answers showed thought” as opposed to “you are a good thinker,” students are more likely to remain intrinsically motivated (Ginott, 1972). Encourage students’ actions, not their character or person.In addition, de-emphasize grades and emphasize the intrinsic rewards of learning. Therefore, try to foster in students a goal of becoming fluent in Spanish, rather than having them focus on getting an A in the class. If students are motivated to gain mastery, rather than simply aiming for a performance goal, they are more likely to invest more effort into their own learning. Promote a mastery goal, rather than a performance goal.Allow students to have a say in the course where possible and try to incorporate an active learning activity every 15-20 minutes. When students are involved in their own learning, they are more intrinsically motivated. These individuals are motivated to learn a subject not because they want to learn it, but because learning the material will get them good grades, parental praise, or because jobs in that field pay well all of which are external rewards.Īs an instructor, there are multiple ways for you to foster intrinsic motivation in your students. Extrinsic motivation, on the other hand, refers to a desire to pursue a subject for reasons outside of the individual, such as rewards, grades, parental or instructor approval, etc.
These individuals find a subject enjoyable and they naturally desire to learn mastery of it.
Intrinsic motivation refers to an inherent interest in pursing a topic (“learning for learning’s sake”). Psychologists have identified two distinct forms of motivation: intrinsic and extrinsic.
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