“Motivating the Academically Unmotivated:”

Two of the main causes of unsuccessful academic performance in students is that they are either struggling from lack of ability, or are lacking effort (Hidi & Harackiewicz, 2000). Over the last two decades, researchers have discovered that student’s academic motivation declines over time (Anderman & Maehr, 1994; Harter, 1981). Interest in specific subject areas such as mathematics, science and language arts typically deteriorate, which is a large cause for concern for educators. How can we motivate and engage these students? Hidi & Harackiewicz (2000) have looked at two areas of motivation in particular: interests and goals. The definition of interest is the “interactive relation between an individual and certain aspects of his or her environment (i.e., objects, events, ideas), and is therefore content specific” (Krapp, 1999; Krapp, Hidi, & Renninger, 1992). Some theorists have even suggested that interest is the key to the early stages of learning development (Hidi & Harackiewicz, 2000). Thus, interest can be further subdivided into individual interest and situational interest. Individual interest (or personal interest) is developed over time in relation to a particular topic and is associated with value and increased knowledge. Hidi & Harackiewicz (2000) compare this to environmental stimulation (situational interest), which is generated by certain conditions/stimuli that help focus attention immediately, but may also not last long-term (e.g. extrinsic rewards). Through investigations, it has been discovered that children, as well as adults, who are genuinely interested in topics that they enjoy show increased attention, learn more, and persist longer on the task (Hidi & Harackiewicz, 2000). Experimental research also shows that by incorporating performance and mastery goals within the classroom, students may evolve their interest in specific subject areas.

By analyzing a study conducted by Gillet, Vallerand & Lafrenière (2012), a large decrease in intrinsic motivation between 8-14 years of age (grade 3-9) was shown in a sample of 3,000 elementary and high school students from 4 different US states. Of additional interest is that a second study conducted by Gottfriend et al. (2001), determined that a linear decrease of intrinsic motivation stopped at the age of 16, with 17-year old students having a higher average level of intrinsic motivation. This study was also replicated with French-Canadian students in Quebec, which demonstrated similar results (indicating a robust finding). One such explanation for the shift at this age could possibly be related to the fact that students in the senior grades are able to make choices (an increase in autonomy) with the subjects they are taking. There are fewer compulsory courses required at this stage in their schooling, and more freedom to make decisions based on personal interests (i.e. some taking the social studies route, vs. those who keep on with the sciences). This translates into higher levels of intrinsic motivation and self-determined extrinsic motivation (Gillet, Vallerand & Lafrenière, 2012).

Thus, in order to stimulate intrinsic interest in the elementary grades, teachers must take an alternative approach to their pedagogy. In order to do this, teachers must provide more challenging materials (to keep students engaged), afford students with more choices/options, and promote more perceived autonomy in their own interests (Hidi & Harackiewicz, 2000). Interestingly, a meta-analysis conducted by Hidi & Harackiewicz (2000) demonstrated that including extrinsic rewards alongside intrinsic motivation is not necessarily detrimental. For example, the effects of external reinforcement will depend on the length of the activity and its complexity. Incorporating extrinsic rewards (i.e. performance feedback), may help keep students engaged during times of difficult learning. Extrinsic rewards may also become especially important when an individual has no initial interest in a task. For example, a meta-analysis of 13 studies conducted by Deci et al. (1999) demonstrated that when uninteresting tasks were given, rewards did not reduce intrinsic motivation for dull tasks (Hidi & Harackiewicz, 2000). Thus, perhaps incorporating extrinsic rewards for students who are academically unmotivated may have special relevance for educational intervention.