My students aren’t motivated – how can I help them?
This page was written and compiled by Karin Kirk, SERC, and contains a summary of motivation research and pertinent references.
Provide choices
Students can have increased motivation when they feel some sense of autonomy in the learning process, and that motivation declines when students have no voice in the class structure. Giving your students options can be as simple as letting them pick their lab partners or select from alternate assignments, or as complex as “contract teaching” wherein students can determine their own grading scale, due dates and assignments. [Kurvink, 1993] [Reeve and Hyungshim, 2006] (Perkins 2002, GSA Abstract)
Balance the challenge
Students perform best when the level of difficulty is slightly above their current ability level. If the task is to easy, it promotes boredom and may communicate a message of low expectations or a sense that the teacher believes the student is not capable of better work. A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety. Scaffolding is one instructional technique where the challenge level is gradually raised as students are capable of more complex tasks. (Wang and Han) (more info), [Margolis and McCabe, 2006] [Adams, 1998]
Seek role models
If students can identify with role models they may be more likely to see the relevance in the subject matter. For example, Weins et al (2003) found that female students were more likely to cite a positive influence with a teacher as a factor for becoming interested in science [Wiens et al, 2003] . In some cases, you can be a role model but it’s unlikely that you will connect on that level with everyone in the class due to differences in gender, age and social circles. However there can be many sources of role models, such as invited guest speakers, fellow students or other peers.
Use peer models
Students can learn by watching a peer succeed at a task. In this context, a peer means someone who the student identities with, not necessarily any other student. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age. [Margolis and McCabe, 2006]
Establish a sense of belonging
People have a fundamental need to feel connected or related to other people. In an academic environment, research shows that students who feel they ‘belong’ have a higher degree of intrinsic motivation and academic confidence. According to students, their sense of belonging is fostered by an instructor that demonstrates warmth and openness, encourages student participation, is enthusiastic, friendly and helpful, and is organized and prepared for class. [Freeman, Anderman and Jensen, 2007] [Anderman and Leake, 2005]
Adopt a supportive style
A supportive teaching style that allows for student autonomy can foster increased student interest, enjoyment, engagement and performance. Supportive teacher behaviors include listening, giving hints and encouragement, being responsive to student questions and showing empathy for students. [Reeve and Hyungshim, 2006]
Strategize with struggling students
When students are struggling with poor academic performance, low self-efficacy or low motivation, one strategy that may help is to teach them how to learn. That is, to outline specific strategies for completing an assignment, note-taking or reviewing for an exam. [Tuckerman 2003] [Margolis and McCabe, 2006]
Specific learning strategies:
Pre-action phase (preparing for task) -take a reasonable risk, work toward goals that are challenging but attainable, work in manageable, bite-size pieces, take responsibility for your actions, believe in your own effort and capability, set a plan and work from it.
Action phase – search the environment, ask questions, visualize it (?)
Reaction phase (after one task, preparing for the next one) – use feedback from prior tasks, monitor your own actions, give yourself instructions (see also Tuckerman, 2003 )
(The End)
Source: https://serc.carleton.edu/NAGTWorkshops/affective/motivation.html
Editor: Michael R. Clarke
