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How Motivation Works ?How to Motivate Children? Science-Based Strategies for Parents, Caregivers and Teachers
How Motivation Works?You have already known these students with little or no motivation and who ultimately waste their potential. They prefer to spend their time on their video games, on social networks. No matter how hard you try to convince them, to brandish the threat of an approaching exam, of an imminent sanction, nothing helps. Why ? What is going on in the minds of these students who, somewhere, are ruining their future (in your opinion)? How do you go about motivating them again? This is what we will see in this article.
It’s easy to get motivated when something pleases us. But there are bound to be times when there are tasks to accomplish that we would do well without! This is especially the case for the student at school: there will always be a subject that he will not appreciate, homework that he will not like to do. Finally, what about the review periods before the exams. In these cases, knowing how to motivate oneself, in other words, knowing how to motivate oneself becomes an asset, a key success factor! So, how to help the student to motivate himself? To do this, you need to understand the motivations. There are mainly 2: anxiety (or fear) and pleasure. The motivation here is intrinsic, in other words, it comes from the person, it is “inner”. When it comes from outside (waiting for a reward for example) motivation is said to be extrinsic.
Overview
Anxiety Motivation
It is the fear of a future event (to be avoided) which is the trigger for action (getting to work): it can be the fear of failing an exam, the fear of getting a bad grade. In this specific case, motivation is triggered in a process of one-upmanship: the unpleasant feeling of what could happen (like failing an exam) is greater than the inconvenience of doing the task in question (here, reviewing lessons). For a student, there will therefore be a “confrontation” between the pain of failing an exam and the pain of doing something he doesn’t like, like revising. Reason and logic would dictate that the pain of failing an exam wins out. Yet for some students, the short-term pain, which is immediately noticeable, will outweigh the prospect of failing an exam. The remoteness in time and the possible illusion of ease (everything will be fine) will reduce the pain of future failure. It is often the avoidance of failure, painful in the immediate future, which is the motivating element. Hence often the interest, in order to obtain a change in behavior, to dramatize things. This is what some teachers or trainers do, more or less intuitively, to put their students to work.
Motivation by the expectation of a pleasant feeling
In contrast to the motivational trend we just observed, there exists another one. Here, what motivates is the possibility of experiencing a positive emotion rather than dread. It might just be the satisfying sense of finishing the work, all the more so if it is unpleasant, rather than necessarily the prospect of getting a good grade or passing an exam. Individuals who operate in this manner frequently remark, “It’s not fun to do this, but once it’s done and settled, it feels so good!”
Unconsciously, these people visualize the task accomplished. Which is fun and motivating. But what happens when the task is long, for example writing a dissertation. Because the prospect of finishing the thesis is quite distant in time. If the fact of visualizing the finished thesis can facilitate the start to work, isn’t there the risk of having at some point a dead end if we don’t see the end of it? Exact !. In this case, the motivation in these people obeys a cutting process: unconsciously, it is not only the prospect of finishing the work that gives a pleasant feeling, but rather of finishing a piece of it. If we always stick to our example of writing a dissertation, it is the fact of gathering the necessary information at the beginning of the writing, of finishing the plan, a chapter, which gives this satisfaction of having completed something and which pushes you to continue. The closer we get to the end, the more motivating it is.
What other motivational patterns?
Are there other patterns of motivation than the two we have just exposed? Usually it is a combination of anxiety and pleasant feeling. For example, in some people it is anxiety that drives them to work. Then it is the pleasant feeling to finish a task or a part of it which takes over the motivation. This therefore shows that ultimately everyone has their own way of self-motivating by integrating either a pattern based on anxiety or on pleasure or even with a combination of the two forms.
What would happen if a trainer or teacher consistently employed the same technique to inspire his students? Even though he consistently manages to approach the others correctly, he will be successful in demotivating a significant portion of them.In the strictest sense, we will acknowledge that it is critical for the instructor or trainer to be aware of the students’ motivational styles. In practice, however, things can be a little different because there are some circumstances that make it difficult to determine whether a pupil is motivated by worry or pleasure, for example, when there are too many of them or when they are just applying it.
The different ways to encourage intrinsic motivation in students
A search [1] examined different ways to encourage intrinsic motivation in students. The researchers gathered information from 16 different studies (whose subjects were medical students). The findings are that when teachers supported students in some way, they were more likely to be intrinsically motivated. This includes : respect for students; providing emotional support; presentation of different learning approaches; promoting active participation; freedom of learning; providing positive and constructive feedback.
The 7 learning profiles
How do you spot folks whose motivation is influenced by the anxiety schema? In this scenario, the usage of the seven learning profiles is beneficial, especially when considering identification profiles. People with a “dynamic” profile, for example, frequently respond to the anxiety motivation pattern (fear of failure or fear of not being first for those with a particularly keen competitive spirit). This anxious motivation pattern is also used by people with the “perfectionist” identity profile. But the source of their concern is a little different: they will be motivated to avoid criticism from others, especially criticism from parents or teachers.Conversely, students with an identity profile of the enthusiastic and emotional type will have more of a motivation based on elements that provide pleasure.
Wouldn’t it be more logical to consider the motivation profiles in the 7 learning profiles to know in what pattern of motivation is the student (anxiety or pleasure)? The motivation profiles concern the external elements (relationship quality with the teacher, perceived usefulness of the course, etc.) which allow the student to be motivated by learning a knowledge. As we saw above, this is an extrinsic motivation. However, here it is a question of motivating oneself to carry out a task or to do a job that does not really integrate external elements. External elements that are not necessarily linked to a learning context. For example, being motivated to tidy up your room, sort your papers, etc. If you want to know more about the different identity profiles, I advise you to watch the videos below.
To go further: intrinsic motivation or extrinsic motivation?
A study published in 2014 [2] tried to answer, among other things, a question: what mattered more, intrinsic motivation or external incentives, namely extrinsic motivation? This study was based on a census of 183 studies (more than 200,000 participants) that measured motivation for school, work and physical fitness. The conclusions are final Intrinsic motivation is a powerful component of performance with or without external reward. This meta-analysis also revealed an interesting detail. The data showed that intrinsic motivation mattered more for quality, while external rewards were better at promoting quantity. In other words, if you just want to hit the gym more often, a reward system will probably do the trick. But if you want to implement quality goal-oriented workouts, you have to find your own motivation.
Motivational quotes coloring pages for Growth Mindsetcoloring sheets Growth Smiles Happy family How Motivation Works
How Motivation Works for Kids
Motivation plays a significant role in learning and development for children. As educators, caregivers and parents, it is vital that we gain insight into how motivation works for kids and how to cultivate it effectively. Motivation refers to the driving force behind behaviors and goals. It involves the biological, emotional, social and cognitive forces that activate and direct behavior. For children, motivation is shaped by both intrinsic and extrinsic factors. This post explores the key aspects of motivation in childhood and provides strategies for enhancing it.
Intrinsic motivation stems from internal satisfaction and enjoyment of an activity. It is crucial during formative years as it fuels curiosity, exploration and mastery. Young children are naturally intrinsically motivated through play, using their innate drive to learn about the world. Educators must leverage this by providing open-ended, interactive lessons that allow for self-directed discovery and problem-solving. Formative environments rich in stimulating materials where mistakes are welcomed nurture intrinsic motivation.
Extrinsic motivation involves external factors like rewards, praise or grades. While extrinsic motivators have their place, too much reliance risks undermining intrinsic motivation. Young minds begin to engage in tasks for the sake of external rewards rather than inherent satisfaction. Educators should emphasize the value and meaning of learning, using positive reinforcement sparingly. Focusing on effort, improvement and the learning process itself rather than performance maintains intrinsic motivation.
Self-efficacy, the belief in one’s capabilities, is a vital component of motivation. Children’s self-efficacy develops through mastery experiences where they overcome challenges through sustained effort. Educators must therefore provide scaffolded, progressively difficult tasks that ensure success. They also build self-efficacy through social modeling, where children observe peers mastering activities they can aspire to. Finally, self-talk and positive feedback help children develop self-efficacy by recognizing their own achievements.
Goal-setting is another effective way to enhance motivation. Goals provide purpose and direction, driving children to commit focused effort. Educators can cultivate this by involving children in identifying meaningful, attainable goals aligned to their zone of proximal development. Short-term goals and process-focused goals help sustain motivation more than performance-oriented goals alone. Reflecting on progress and tying goals to interests and values further inspires children to strive for them.
Social motivation also influences children’s learning and development. The desire for positive social interactions and relationships fuels much of children’s curiosity and engagement. Educators capitalize on this through cooperative learning activities where children collaborate, support and learn from peers. Fostering a warm, inclusive classroom community where children feel respected, accepted and responsible to one another strengthens social motivation. Leading by example to create a learning culture of sharing and celebration also inspires in children.
How to Motivate Children ? Science-Based Strategies for Parents, Caregivers and Teachers
Engaging and inspiring young minds is a key goal of all educators. While intrinsic motivation varies between individuals, there are evidence-based techniques caregivers and instructors can employ to nurture curiosity and foster a love of learning in children. Understanding how the developing brain processes reward and builds interest provides insight into effective motivating strategies.
Rewards and Praise
When used judiciously and strategically, research has shown that rewards and praise can be effective motivational tools for children by stimulating the brain’s natural reward pathway. However, an overreliance on extrinsic incentives that are not warranted, such as expecting a reward just for showing up to a task, can undermine the development of intrinsic motivation over time.
The science indicates that occasional, genuine and specific praise focused on the effort expended, rather than inherent traits or abilities, is most motivating for children. For instance, commending a student’s perseverance and hard work for sticking with a challenging math problem until it was solved, rather than simply praising their intelligence. Recognizing the process they engaged in, such as strategies used, reinforces that success is the result of effort rather than a fixed quality they were born with.
Small, immediate rewards like tokens or prizes that are connected to clearly defined goals or milestones can also boost motivation in the short term by satisfying our innate drive for achievement and positive feedback. However, the long term goal should be to internally attribute accomplishments to effort, strategic thinking and a growth mindset, rather than extrinsic rewards, in order to foster self-directed, lifelong learning.
As children internalize the connection between exerting effort and mastering skills or concepts through specific, effort-focused praise, their motivation will stem more from an intrinsic desire to learn, improve and solve problems, not just obtain external validation or rewards. Educators and caregivers must therefore use rewards judiciously and strategically as one technique among many aimed at cultivating this powerful type of intrinsic motivation that drives independent learning.
Incorporating Interests
It is unrealistic to expect that children will always feel intrinsically motivated for every single school subject or lesson. However, research shows that tapping into a child’s existing personal interests is an effective strategy for engaging them more meaningfully in learning.
All children naturally gravitate towards certain topics, activities, careers or hobbies that ignite their sense of curiosity and wonder. Taking the time to uncover these individual interests through gentle questioning can provide rich opportunities to incorporate them into academic material. Relating otherwise abstract concepts to a child’s favorite domains, such as sports, music, art or certain parts of history, activates the brain’s reward pathways and makes dry information more relevant and memorable on a personal level.
Field trips connected to curricular themes are also highly motivating, allowing children to directly experience topics in authentic contexts outside the classroom. For example, visiting a science museum to engage hands-on with exhibits for a unit on physics brings lessons to life. Incorporating interests in this way helps children understand why education is useful and satisfying beyond just good grades – it can open doors to lifelong personal and professional passions. When children see how academic subjects connect to their innate curiosities and goals, they are more likely to remain engaged in learning both inside and beyond the classroom.
Modeling Enthusiasm
Research shows that children are highly attuned to and influenced by the emotional expressions of their parents, teachers and other role models. They unconsciously look to observe how adults feel about different topics in order to determine what is important or worthwhile.
Educators who display unbridled passion, joy and fascination for their subject area through verbal and nonverbal cues like facial expressions, tone of voice, hand gestures and body language communicate the intrinsic value of learning. When instructors convey enthusiastic enthusiasm, it is contagious for young impressionable minds.
Practically applying this in the classroom involves bringing otherwise dry concepts to life. For example, demonstrating excitement through hands-on experiments, games and interactive projects that illustrate why a given idea is interesting sparks student motivation. Asking open-ended questions that encourage hypothesizing and problem-solving also signals that learning is a journey of constant discovery rather than the rote acquisition of facts.
Perhaps most influential of all is when teachers model themselves as lifelong learners who continually feed their own curiosity. Leading by example of intellectual growth and adaptability over time cultivates a growth mindset in students – the understanding that abilities can be developed through passion, hard work and resilience when facing challenges. This profoundly shapes children’s own attitudes towards learning as a lifelong pursuit.
Hands-On Learning
Lectures that primarily involve passive listening have limited effectiveness according to cognitive science. While they serve a purpose, especially for older students, engaging multiple senses simultaneously improves information processing and retention significantly.
Hands-on, active learning taps into children’s innate drive to explore the world physically. Tactile lessons incorporating movement, building, sketching, and hands-on problem-solving challenge kids to construct their own understandings in authentic contexts.
Science experiments in particular ignite wonder and motivation by allowing observation of real-world applications. From mixing chemicals to examining plant specimens under microscopes, kids see theory translated into action. The multi-sensory experience makes abstract concepts concrete.
Field trips provide unparalleled authentic learning opportunities. Whether studying habitat in local forests or interviewing community members for a history project, physical immersion enhances material in lasting ways. Kids remember information better when lessons connect to real-life experiences.
Educators seeking to maximize student engagement, mastery and enjoyment of material would be wise to incorporate hands-on, active learning methods whenever possible. The multi-sensory approach taps into children’s natural proclivity to learn through exploration and discovery.
Mastery and Autonomy
One of the most effective ways to intrinsically motivate students is by providing experiences of mastery and autonomy. Feeling successful and in control over one’s learning enhances engagement.
Breaking larger or more complex skills down into a series of small, clearly defined and achievable steps allows kids to experience the satisfaction of frequent progress and rapid feedback. Meeting reasonable benchmarks boosts self-efficacy, the belief that further improvement is possible through effort.
Providing students with multiple pathways to problem-solve respects their autonomy. Whether through differentiated project options, role-based group work, or choice of assessment types, acknowledging individual approaches fosters ownership.
Allowing input on project topics and methods demonstrates respect for students’ unique perspectives and interests. Incorporating student voice acknowledges their growing expertise and sparks intrinsic motivation.
Perhaps most important is creating a safe environment where mistakes are viewed as opportunities to build skills, rather than failures. The ability to struggle constructively within a supportive system cultivates grit, perseverance and resilience – keys to lifelong learning.
When combined, these approaches maximize students’ sense of control and competency, intrinsically motivating independent progress through challenges.
Social Motivation
As inherently social beings, humans are profoundly motivated by our relationships with others. Harnessing this provides engaging educational opportunities.
Project-based group work allows students to combine strengths toward a common goal, developing collaboration and cooperation.
Peer tutoring and presentations cultivate leadership while reinforcing knowledge for both participants. Teaching others cements personal understanding.
Competition can be motivating but should promote self-improvement rather than unhealthy comparison to others.
Celebrating individual roles in a team effort satisfies the basic psychological need to feel recognized and affiliated. Contributing unique skills to a project fosters belonging within the group.
Research indicates learning is most meaningful when done alongside others. Bonding with peers who share interests creates an encouraging environment where it is safe to take intellectual risks.
The camaraderie of working as a supportive collective toward a shared objective engages social drives in the service of education. Harnessing this innate motivation through cooperative projects and roles builds interpersonal skills equally as important as academic content.
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