Learner motivation is a serious challenge that educators often face. Learners work best when they are engaged, and this level of engagement is linked to learner interest and enjoyment at school (Martin, 2006).
When exploring learner motivation, intrinsic motivation plays a key role in a learners success as does the student-teacher relationship.
Thijis & Verkuyten (2009) describe student engagement as the tendency to be behaviorally, emotionally and cognitively involved in academic activities which is key to motivation.
Fredricks, Blumenfeld, & Paris (2004) explain that compared to less engaged peers, engaged learners often demonstrate more effort, experience more positive emotions and pay more attention in the classroom.
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There are many contributing factors that lead to increased engagement and motivation, and positive relationships between educators and learners, which can be predictors of enhanced social, emotional and cognitive development.
Here are a list of tips for enhancing learner engagement and motivation:
- Educators need to recognize the importance of their mental and physical wellbeing (when teachers feel good about themselves, they are more patient and have better interactions with learners)
- Educators should ensure that the classroom environment is inviting and welcoming to all learners
- Learners must work to have a positive self-belief. We know that learners do better when they perceive that they can learn and understand how to navigate obstacles
- Support learners to have autonomy and control over their learning
- Gain insight in learners likes/dislikes, interests and what motivates them
- Encourage learners to work and build learning relationships with peers, developing their sense of competence, focus on cultivating their intrinsic motivation which leads to fostering their self-determination
- Provide learners with teachable opportunities that are active, collaborative and promote learning
- Provide learners with educational opportunities that are both challenging and enriching, consider activities that provide learners with opportunities to reflect, question, evaluate and make connections
- Try to stay current with educational research, research-based strategies and techniques
References:
Fredericks, J., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concepts, state of the evidence. Review of Educational Research, 74, 59-109.
Martin, A., & Marsh, H. (2003). Fear of failure: Friend or foe? Australian Psychologist, 38,31-38.
Thijs, J., & Verkuyten, M. (2009). Students’ anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender. The Journal of Genetic Psychology, 170(3), 268-286.