Tapping into Intrinsic Motivation

By Adina Levitt, Coach

“But why? I don’t want to!”

This may sound like a familiar response when students are encouraged to use their planner, organize their school materials, or get started on a long term assignment. 

All of these are positive academic habits that will help students succeed. So why might students respond this way? Students may lack intrinsic motivation. Richard Ryan, Ph.D., and Edward Deci, Ph.D., two leading motivation psychologists, define intrinsic motivation as the tendency “to seek out novelty and challenges, extend and exercise one’s capacity, to explore, and to learn.” When someone is intrinsically motivated, they engage in an activity because they find it interesting and satisfying. On the other hand, someone who is extrinsically motivated engages in an activity to seek a reward or avoid punishment (Source). 

As parents, it is all too easy to foster extrinsic motivation. For some families, that means leaning into the “Do your homework, then you’ll get dessert” philosophy. For other families, that may look like students earning money via their report card.

If extrinsic motivators (like money and dessert) work, then why is intrinsic motivation the goal?

Deci and Ryan found that intrinsic motivation is more effective in shaping behavior long term than using rewards and punishments. People feel more invested and produce higher quality work when their intrinsic motivation is in play (Source). Notably, higher intrinsic motivation is also associated with higher academic engagement and better learning outcomes (Source).

So how do we develop intrinsic motivation? According to Deci and Ryan, intrinsic motivation is dependent on having 3 basic psychological needs met: autonomy, competence, and relatedness (Source). 

Using these 3 basic psychological needs offered by Deci and Ryan, clinical psychologist Adam Price, Ph.D., offers advice to support students in building intrinsic motivation: 

Cede Control in the Power Struggle 

Instead, give your student choices. People who feel autonomous make better decisions. For example, you could ask your student, “How will you study for your exam? What days are you planning on working on your project? Do you want to use a digital planner or hardcopy?” This is also an opportunity to explain the potential consequences of their actions, but not force them to do anything. For example, you could explain how getting a low grade may influence their overall GPA or will make the next unit feel more difficult. Let your student live with the consequences of their actions and learn to deal with them. This is a crucial part of the learning process. 

Cultivate Competence

Students need to learn to cope and problem solve independently. Help set students feel competent by providing structure/scaffolding and brainstorming together, but let them tackle the task on their own. For example, you could help your student come up with a To Do List and then let them use it independently without reminders from you. 

Create Connection 

Students need supportive relationships which result from encouragement, compassion, and guidance. Too much prodding is ineffective and will push students away. Try pointing out the things that your student does well, such as remembering to bring all of their school materials or finishing an assignment on time. Also, consider how you give advice, being mindful to use a respectful and encouraging tone. 

Providing the conditions to support students’ autonomy, competence, and connection takes consistency and commitment. Knowing that their intrinsic motivation is at stake hopefully motivates you to reflect on how you can support your student in growing to be a lifelong problem solver and learner who can tap into the why.