Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory

By: R.A. Kusurkar, G. Croiset, Olle Th. J Ten Cate

The self determination theory indicates there is an differentiation between intrinsic and extrinsic motivation that impact a student’s performance at school. Intrinsic motivation is when a student takes part in an activity because he or she engaged, hence self determined to complete the task. This is associated to deep learning, better performance and well being. Extrinsic is when a student takes part in an activity due to a pressure or a benefit, which is not a permanent means of motivation. Scholars have suggested twelve tips to stimulate intrinsic motivation, which are: identify and nurture what students need and want, encourage students to self determination to guide their behaviour, encourage participation, encourage students to accept more responsibility for their learning, provide structural guidance, provide optimal challenges, provide positive and constructive feedback, give choices, give emotional support and acknowledge a student’s negative expression.

Scholars provide explicit examples of ways to stimulate intrinsic motivation in students, however, there is little support for educators. It is suggested that teachers need to reflect on their practices, but there is not guidance. Not only do students need support with motivation so do the teachers. That is what will make a positive classroom environment for greater learning. Scholars fail to address ways to motivate educators to provide a supportive classroom for teaching.

Kusurkar, R., Croiset, G., & Ten Cate, O. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Medical Teacher, 33(12), 978-982. http://dx.doi.org/10.3109/0142159x.2011.599896