How to enhance students’ motivation?

Students’ Motivation is one of the essential learning elements that either teachers or parents work on to improve learning. To this end, numerous studies have sought to investigate motivations to understand and enhance students’ motivations, in turn improving their academic performance and learning process. (Williams& Williams, 2011) stated that no single motivation theory seems to adequately explain all human motivation, as the fact is humans in general and students, particularly, are complex creatures with complex needs and desires. Regarding students, very little if any learning can occur unless students are motivated on a consistent basis. Nonetheless, the authors indicate that there are five key ingredients impacting student motivation including student himself, the teacher, content, method/process, and environment.

Considering the importance of students’ motivations to improve learning performance, several studies have been conducted to find out the appropriate methods, procedures, and activities that could be applied by teachers to create a motivating learning environment. Among these studies, (Williams& Williams, 2011) propose in their studies that student motivation is enhanced when these factors pertinent to students as follows: 1. Enhancing Intrinsic and extrinsic motivations: Intrinsic motivational factors include (the desire to be involved), curiosity (finding out more about their interests), challenge (figuring out the complexity of a topic), and social interaction (creating social bonds). Extrinsic motivational factors include compliance (to meet another’s expectation, to do what one is told); recognition (to be publicly acknowledged); and competition. Individuals who are motivated intrinsically tend to develop a high regard for learning course information without the use of external rewards or reinforcement. On the contrary, individuals who are motivated extrinsically rely solely on rewards and desirable results for their motivation, e.g., tests and GPA. Students with external motivation are at a greater risk of performing lower academically than intrinsically motivated students.

2. Various individual and social factors: Intrinsic motivation is affected by the purpose of learning, the future expectation, and the distinctiveness of testing and measuring activities at the school. Whereas Extrinsic motivation is significantly affected by the probability of finding a job after graduation, the attitude towards the teacher, the peer group, the level of income, the appropriateness of the classrooms, and the adequacy of teaching materials. Educators agree that intrinsic motivations are more important than extrinsic to induce students to learn. 3. Hierarchy of needs: If a student is hungry or thirsty, it is difficult to focus on learning. Also, if the environment is physically, mentally, or emotionally unsafe, then it will be hard for the student to put all his attention on learning. If the teacher always is critical of the student, then the student probably will not feel accepted. As such, the educator must do what is necessary to support the student to a higher level of need satisfaction so that the student can focus his or her attention on learning. 4. Perceived well-being: Students’ perceptions may be affected by their perceived well-being, e.g., bad mood, or having a disagreement with someone before class. Well-being is the degree to which a student is compatible with his life including pleasure in daily activities, and social contact. That is, factors beyond the quality of teaching can affect student motivations including course level, grade expectations, and type of academic field.

In summary, in the simplest terms, to increase students’ satisfaction with learning, students’ role in education is crucial, affecting overall academic motivation as influenced by psychological and environmental factors. Yet, teachers could provide incentives that enhance students’ motivation in the learning environment as well as performance.