Motivate Me

Why Motivation Matters:

Everyone know the look… a student who is physically present but mentally checked out. It’s not always about ability or interest, rather it is often about motivation. Without it, even the best lessons can fall flat. Motivation is what drives curiosity, persistence, and meaningful learning. But it isn’t something students either have or don’t. It is shaped by classroom experiences, relationships, and a sense of purpose. As Ryan and Deci (2000b) explains, motivation is strongest when students feel autonomous, capable, and connected.

In this episode, we are going to explore four key areas that influence motivation and engagement in the classroom: the essential human needs that fuel student drive, the sociocultural and cognitive factors that shape how students connect with learning, teacher attributes that can either inspire or discourage engagement, and specific, practical strategies for helping to grow and develop motivation at both school and home. Whether you’re in your first year of teaching or your twentieth, these insights can help you create a learning space where every student feels ready and excited to learn.

Basic Needs

For students to thrive and stay motivated, they must first have their fundamental needs met. Maslow’s Hierarchy of Needs provides a helpful framework for understanding how basic needs, such as safety, love, and self-esteem, must be satisfied before students can focus on higher-order goals like learning and achievement (McCloud, 2024). When these needs are met, students are more likely to engage with the content and demonstrate motivation. Ryan and Deci’s (2000a) Self-Determination Theory emphasizes the importance of autonomy, competence, and relatedness, which are essential components of motivation.

When students feel secure, valued, and capable, they are more motivated to succeed academically. On the flip side, if these needs are unmet, whether it’s a lack of safety, social isolation, or feeling incapable, students are likely to become disengaged or struggle with academic tasks. Teachers who create a safe and supportive environment, offer praise, and foster a sense of community can significantly increase motivation by addressing these core needs. By focusing on emotional and psychological support, teachers set the stage for greater engagement and academic success.

Sociocultural and Cognitive Factors

Sociocultural factors play a significant role in shaping student motivation. A student’s motivation can be deeply influenced by their background, identity, and personal experiences. Gay (2018) explains that culturally responsive teaching acknowledges the varied backgrounds that students bring to the classroom, making learning more relevant and engaging. When students see their culture reflected in the curriculum, it validates their experiences and boosts motivation.

However, when students feel marginalized or unsupported because of cultural differences, motivation can decline. Research shows that when teachers integrate culturally relevant materials and recognize the importance of students’ identities, they create a more inclusive classroom that fosters greater motivation (Epstein et al., 2002). Teachers can also help students build cognitive engagement by developing a growth mindset, as Dweck (2016) suggests. When students believe their abilities can improve with effort and persistence, they are more likely to embrace challenges and engage deeply with the learning process.

Moreover, cognitive factors such as mindset can significantly influence how students approach tasks. Dweck (2016) emphasizes that students with a “growth mindset”—the belief that their intelligence and abilities can grow through hard work—are more motivated and resilient. Teachers can help foster a growth mindset by encouraging effort over innate ability and reinforcing the idea that mistakes are part of the learning process.

Teacher Attributes

The relationship between a teacher’s personal attributes and student motivation is critical. Research by Locke and Latham (2002) demonstrates that goal setting and clear expectations can significantly enhance motivation. Teachers who set specific, challenging goals help students focus on what they can achieve. Alongside this, teachers who actively demonstrate enthusiasm and positivity can inspire students to mirror that enthusiasm in their own learning.

However, not all teacher attributes contribute to motivation. Teachers who are overly strict or punitive, or who fail to establish clear expectations, may inadvertently reduce motivation. If students feel that their efforts will never be good enough or that failure is punished rather than used as a learning opportunity, their engagement and motivation can plummet (Black & Wiliam, 1998).

Teachers who listen actively, show empathy, and model the behaviors they wish to see can create a more motivating classroom environment. They foster not just a positive classroom atmosphere, but also a mindset that values learning and effort over mere performance (Ryan & Deci, 2000b). Teachers who encourage risk-taking, celebrate progress, and provide constructive feedback help build a classroom where students feel safe to engage deeply with the material.

Motivation and Engagement Focus

Building a motivated classroom requires intentional, consistent effort. Here are three practical ways that teachers can foster motivation both at school and at home:

1. Create Connections with Families: Strong home-school relationships are crucial for maintaining student motivation. Epstein et al. (2002) stress the importance of family involvement in education, suggesting that when families are engaged, students feel more supported and motivated to succeed. Organizing regular family engagement events or communication can help bridge the gap between home and school, reinforcing the importance of education.

2. Offer Student Choice and Voice: Providing students with choices in their learning not only boosts motivation but also helps them feel invested in their education. Whether it’s letting them choose their project topics, reading materials, or methods of assessment, offering autonomy increases students’ intrinsic motivation (Schraw et al., 2001).

3. Focus on Effort and Growth, Not Just Outcomes: Celebrate progress over perfection. By focusing on students’ growth and effort (rather than solely on the final product), teachers reinforce the value of persistence. Dweck (2016) explains that praising effort helps build a growth mindset, where students learn that their abilities can improve with practice and hard work. This encourages a more resilient attitude toward learning and helps students embrace challenges.

Conclusion

Motivation is the foundation of student success, yet it can often feel elusive. However, by understanding and addressing the basic needs of students, recognizing the impact of sociocultural and cognitive factors, embracing teacher attributes that foster engagement, and implementing practical strategies to encourage motivation, teachers can create an environment where students thrive. When students feel safe, connected, and capable, they are more likely to engage deeply with the learning process. By fostering positive relationships with families, offering student choice, and focusing on effort and growth, we can support students in becoming motivated, resilient learners. The work we do as educators can ignite that spark of curiosity, drive, and perseverance that is essential for lifelong learning and success.

References

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Dweck, C. (2016). Mindset: How you can fulfil your potential (2nd ed.). Constable & Robinson. https://adrvantage.com/wp-content/uploads/2023/02/Mindset-The-New-Psychology-of-Success-Dweck.pdf (Original work published 2006)

Epstein, J., Sanders, M., Simon, B., Salinas, K., Clark, Jansorn, N., Rodriguez, & Van. (2002). School, family, and community partnerships . https://www.govinfo.gov/content/pkg/ERIC-ED467082/pdf/ERIC-ED467082.pdf

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed., pp. 20–45). Teachers College Press. https://faculty.washington.edu/rsoder/EDUC305/305genevagay.pdf (Original work published 2000)

Locke, E. A., & Latham, G. P. (2002, September). Building a practically useful theory of goal setting and task motivation: A 35year odyssey. ResearchGate. https://www.researchgate.net/publication/254734316_Building_a_Practically_Useful_Theory_of_Goal_Setting_and_Task_Motivation_A_35Year_Odyssey

McCloud, S. (2024). Maslow’s hierarchy of needs. Simply Psychology. Research. https://www.researchgate.net/publication/383241976_Maslow's_Hierarchy_of_Needs

Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68

Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211–224. https://doi.org/10.1023/a:1016619705184