Students who are motivated and interested in learning are more successful. The CPSE has identified the most important ways to increase student motivation and participation.
- Intrinsic motivation
Instead of motivating them externally to learn, students enjoy learning and do better when they are more essential.
This principle focuses on how teachers can increase intrinsic motivation through in-class practices and activities that support the basic needs of students’ autonomy. It is important to remember that everything that is important is not intrinsically motivating to all students and is a place for external motivation in education.
Throughout the motivation unit, when internal and external motivations are typically discussed, students can examine how they affect their personal motivation and achievement. Finally, students can examine the research on the effect of the overheating discussed in this principle.
For more information on motivation and extreme justification impact and how it affects student performance, see the psychologist Dan Pink’s TED talk.
- Mastery goals
Students face challenging tasks and perform more in-depth knowledge of mastery goals than performance goals.
Students who compose mastery goals focus on acquiring new skills or enhancing the existing ability, but students who develop performance goals often focus on demonstrating sufficient ability. When students set performance goals, they tend to abandon missing opportunities that may encourage the development of new skills and avoidance of tasks that can bring about weaknesses.
Those with mastery goals are more likely to be motivated to learn new skills and to gain higher levels of competence. Principle 10 provides specific methods to regulate the instructions that can be used to help students select mastery over performance goals, but performance goals may be more appropriate under performance conditions such as competitions.
- Teacher expectations
Teachers’ expectations from their students affect the learning opportunities, motivations and learning outcomes of the students.
Teachers ‘beliefs about their students affect students’ learning opportunities, motivations and learning outcomes. Psychological research revealed ways for teachers to prevent high-level expectations for all students and to prevent them from creating negative vouchers for self-fulfillment. When discussing self-sufficient prophecies and their work in the social psychology unit Rosenthal and Jacobson, Principle 11 can be used by teachers to show students how to prevent negative self-sufficient prophecies.
- Goal setting
Setting short-term (proximal), specific and moderately challenging goals increases motivation more than creating long-term (distal), general and over-challenging goals.
This principle explains how students can use short-term (proximal), specific and modestly challenging goals to increase self-efficacy and achieve greater goals. Students should continue to make progress towards the goals pursued by both the student and the teaching staff.
Students have a more successful experience with moderately challenging proximal goals, and are more likely to be intermediate-risk individuals who are one of the most important features available in success-oriented individuals. As a result, they will be able to reach larger distal targets. Clues based on this principle can easily be used to create engaging class assignments for the motivation unit when entering the psychology curriculum.