The role of motivation in learning and education
Unlocking potential and enhancing performance
Motivation is the driving force that initiates, guides, and maintains goal-oriented behaviours. It is the spark that propels you in your educational journey and turns the wheels of your learning process.
In the sphere of education, it is not just about having the resources and capabilities; it is equally about having the desire and the drive to learn, explore, and expand your horizons.
Understanding motivation in education
I studied my undergraduate law degree, plus my bar exams, between the ages of 29 and 33. I studied my masters degree in coaching psychology when I was in my fifties. In both cases, I had a defined purpose for studying and clear goals I wanted to achieve. As a result, I was highly motivated and I did pretty well.
It is obvious to me, therefore, that motivation is probably the cornerstone of educational success. It shapes engagement, influences achievement, and is moulded by the classroom environment.
Intrinsic and extrinsic motivation
Self-Determination Theory helps us identify the types of motivation that drive us. Intrinsic motivation is your internal desire to learn for the sake of knowledge and personal satisfaction, hinging on internal rewards like curiosity and mastery.
On the other hand, extrinsic motivation involves external incentives, such as grades or pressure from others. Both types influence how you set and pursue achievement goals, but intrinsic motivation will provide greater momentum and drive.
Those who are intrinsically motivated to study are not only like to achieve more, but will do so with a higher level of well-being and a greater sense of satisfaction.
It is therefore important to identify a ‘why’ for your learning that comes from an internal desire to learn and is concordant with your strengths and values.
Setting the stage for successful learning
To set the foundation for successful learning, focus on shaping your goal orientation, building a strong sense of self-efficacy, and harnessing your emotions and interests. These elements are crucial for enhancing your engagement and achievement in educational pursuits.
Goal orientation and achievement
Your goal orientation directly influences how you approach learning tasks. Are you driven by mastery goals, which aim to develop competence and understand the material thoroughly? Or do you adopt performance goals, where the emphasis is on proving your ability and outperforming peers?
Mastery goals are linked with deeper engagement and persistence, as you strive to improve your skills rather than just showcase them. So, these will in most cases lead to greater success.
Developing self-efficacy and competence
Self-efficacy, or your belief in your ability to succeed, moulds your learning journey. It’s shaped by past experiences, verbal persuasion, and physiological states. Bandura’s self-efficacy theory highlights the role of perceived competence in persisting through challenges.
To build your self-efficacy you need to:
engage in tasks that match your skills yet still push your boundaries,
seek feedback,
adjust your performance based on that feedback, and
as a result, gradually increase your competence.
The role of emotion and interest in learning
Your emotions play a pivotal role in learning. Achievement emotions, such as enjoyment and pride, are associated with enhanced learning processes and outcomes. Negative emotions must be managed to maintain focus.
Barbara Fredrickson's broaden-and-build theory, introduced in 1998, is highly relevant here. The theory highlights the power of positive emotions in expanding our cognitive and social capabilities.
While negative emotions tend to narrow our focus and trigger specific responses, positive emotions have a unique ability to broaden our awareness and stimulate novel thoughts and actions.
Critically, for these purposes, this expanded mindset creates an ideal environment for exploration, learning, and skill-building.
The pathway for this is as follows:
Positive emotions (e.g., joy, interest, love) promote the development of long-term resources such as resilience, social connections, and problem-solving skills.
These resources contribute to an upward spiral of emotional well-being, enhancing our ability to cope with challenges and generate further positive emotions.
By broadening our scope of attention and cognition, positive emotions enable us to learn and build enduring personal resources essential for a fulfilling and successful life.
Research by Reschly and others (2008) and Carmona Halty and others (2019) supports the numerous benefits of cultivating positive emotions in the context of leaning environments.
Strategies to promoted motivation and engagement
Effective learning hinges on your motivation to learn and persistence in facing challenges. Specific strategies can significantly elevate your engagement and learning outcomes.
Developing autonomy and self-regulation
Autonomy is crucial to intrinsic motivation. Autonomy means that our drive can come from our self-developed plans and strategies, rather than anything imposed upon us.
To support your autonomy, set your own learning goals and tailor your study approach to what works for you. For example, I work best early in the mornings, so when studying for my masters, I would often get up at 4am and do two hours work before the rest of the family emerged.
Integrating your values and belief systems
Your core values and beliefs are also powerful drivers of motivation and persistence you can use to your advantage. If you can align your learning tasks with your purpose-driven personal and professional aspirations, you can:
Enhance the perceived value of your studies,
Increase your willingness to persist through challenges, and
Create a stronger connection between your actions and beliefs.
When you recognise the relevance of your learning activities to your broader goals, you're more likely to invest the necessary effort and achieve significant outcomes. This alignment creates a positive feedback loop, reinforcing your commitment to learning and growth.
References
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of theories of social psychology, 1(20), 416-436.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
Fredrickson, B. (2004). The broaden-and-build theory of positive emotions.. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 359 1449, 1367-78 . https://doi.org/10.1098/RSTB.2004.1512.
Fredrickson, B. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions.. The American psychologist, 56 3, 218-26 . https://doi.org/10.1037/0003-066X.56.3.218.
Reschly, A., Huebner, E., Appleton, J., & Antaramian, S. (2008). Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning. Psychology in the Schools, 45, 419-431. https://doi.org/10.1002/PITS.20306.
Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. (2019). How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance. Journal of Happiness Studies, 20, 605-617. https://doi.org/10.1007/S10902-018-9963-5.
Related Posts
All my posts on motivation are here.
Posts on goals and goal setting are here.