student self motivation essay

Motivation Essay for Students and Children

500+ words essay on motivation.

Everyone suggests other than the person lack motivation, or directly suggests the person remain motivated. But, no one ever tells what is the motivation of how one can stay motivated. Motivation means to face the obstacle and find an inspiration that helps you to go through tough times. In addition, it helps you to move further in life.

Meaning of Motivation

Motivation is something that cannot be understood with words but with practice. It means to be moved by something so strongly that it becomes an inspiration for you. Furthermore, it is a discipline that helps you to achieve your life goals and also helps to be successful in life .

Besides, it the most common practice that everyone does whether it is your boss in office or a school teacher or a university professor everyone motivates others in a way or other.

Role of Motivation

It is a strong tool that helps to get ahead in life. For being motivated we need a driving tool or goal that keeps us motivated and moves forward. Also, it helps in being progressive both physically and mentally.

Moreover, your goal does not be to big and long term they can be small and empowering. Furthermore, you need the right mindset to be motivated.

Besides, you need to push your self towards your goal no one other than you can push your limit. Also, you should be willing to leave your comfort zone because your true potential is going to revel when you leave your comfort zone.

Types of Motivation

Although there are various types of motivation according to me there are generally two types of motivation that are self- motivation and motivation by others.

Self-motivation- It refers to the power of someone to stay motivated without the influence of other situations and people. Furthermore, self-motivated people always find a way to reason and strength to complete a task. Also, they do not need other people to encourage them to perform a challenging task.

Motivation by others- This motivation requires help from others as the person is not able to maintain a self-motivated state. In this, a person requires encouragement from others. Also, he needs to listen to motivational speeches, a strong goal and most importantly and inspiration.

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Importance of Motivation

Motivation is very important for the overall development of the personality and mind of the people. It also puts a person in action and in a competitive state. Furthermore, it improves efficiency and desire to achieve the goal. It leads to stability and improvement in work.

Above all, it satisfies a person’s needs and to achieve his/her goal. It helps the person to fight his negative attitude. The person also tries to come out of his/her comfort zone so that she/ he can achieve the goal.

To conclude, motivation is one of the key elements that help a person to be successful. A motivated person tries to push his limits and always tries to improve his performance day by day. Also, the person always gives her/his best no matter what the task is. Besides, the person always tries to remain progressive and dedicated to her/his goals.

FAQs about Motivation Essay

Q.1 Define what is motivation fit. A.1 This refers to a psychological phenomenon in which a person assumes or expects something from the job or life but gets different results other than his expectations. In a profession, it is a primary criterion for determining if the person will stay or leave the job.

Q.2 List some best motivators. A.2 some of the best motivators are:

• Inspiration
• Fear of failure
• Power of Rejection
• Don’t pity your self
• Be assertive
• Stay among positive and motivated people
• Be calm and visionary

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Home — Essay Samples — Psychology — Personality Psychology — Motivation

Essays on Motivation

🌟 the importance of writing a motivation essay 📝.

Motivation is like that extra sprinkle of magic dust that gives us the boost we need to achieve our goals and dreams ✨✨. It's the driving force behind our actions and the fuel that keeps us going when things get tough. Writing an essay about motivation allows us to delve deeper into this fascinating topic and explore its various aspects. So, why not grab your pen (or keyboard) and let's dive into the world of motivation! 💪📚

🔍 Choosing the Perfect Motivation Essay Topic 🤔

When it comes to choosing a topic for your motivation essay, there are a few things to consider. First, think about what aspect of motivation you find most intriguing. Is it personal motivation, motivation in the workplace, or maybe the psychology behind motivation? Once you have a general idea, narrow it down further to a specific angle that interests you the most.

💡 Motivation Argumentative Essay 💪📝

An argumentative essay on motivation requires you to take a stance and provide evidence to support your viewpoint. Here are ten exciting topics to get those creative juices flowing:

• The role of intrinsic motivation in academic success
• The impact of extrinsic rewards on employee motivation
• Does social media affect motivation levels in teenagers?
• The connection between motivation and self-esteem
• How does motivation differ between genders?
• The influence of music on motivation levels
• Does money truly motivate people in the workplace?
• The effects of positive reinforcement on motivation
• The link between motivation and mental health
• How does goal-setting impact motivation?

🌪️ Motivation Cause and Effect Essay 📝

In a cause and effect essay, you explore the reasons behind certain motivations and their outcomes. Here are ten thought-provoking topics to consider:

• The causes and effects of procrastination on motivation
• How does a lack of motivation impact academic performance?
• The relationship between motivation and success in sports
• The effects of parental motivation on children's achievements
• How does motivation affect mental well-being?
• The causes and effects of burnout on motivation levels
• The impact of motivation on work-life balance
• How does motivation affect creativity and innovation?
• The causes and effects of peer pressure on motivation
• The relationship between motivation and goal attainment

💬 Motivation Opinion Essay 💭📝

In an opinion essay, you express your personal thoughts and beliefs about motivation. Here are ten intriguing topics to spark your imagination:

• Is self-motivation more effective than external motivation?
• Are rewards a necessary form of motivation?
• Should schools focus more on intrinsic motivation?
• The role of motivation in achieving work-life balance
• Is motivation a learned behavior or innate?
• The impact of motivation on personal growth and development
• Does motivation play a significant role in overcoming obstacles?
• Is fear an effective motivator?
• The role of motivation in maintaining a healthy lifestyle
• Can motivation be sustained in the long term?

📚 Motivation Informative Essay 🧠📝

An informative essay on motivation aims to educate and provide valuable insights. Here are ten fascinating topics to explore:

• The psychology behind motivation and its theories
• How to stay motivated in challenging times
• The impact of motivation on personal and professional success
• Motivation techniques for achieving fitness goals
• The role of motivation in leadership and management
• Motivation in the context of mental health and well-being
• The history of motivation research and key figures
• Motivation strategies for students and educators
• Motivation and its connection to creativity and innovation
• Motivation in different cultural and societal contexts

📜 Thesis Statement Examples 📜

Here are a few thesis statement examples to inspire your motivation essay:

• 1. "Motivation, whether intrinsic or extrinsic, plays a pivotal role in driving individuals towards achieving their goals and aspirations."
• 2. "This essay explores the multifaceted nature of motivation, examining its psychological underpinnings, societal influences, and practical applications."
• 3. "In a world filled with challenges and opportunities, understanding the mechanisms of motivation empowers individuals to overcome obstacles and reach new heights of success."

📝 Introduction Paragraph Examples 📝

Here are some introduction paragraph examples for your motivation essay:

• 1. "Motivation is the driving force behind human actions, the invisible hand that propels us toward our goals. It is the spark that ignites the fire of determination within us, pushing us to overcome obstacles and realize our dreams."
• 2. "In a world where challenges often outnumber opportunities, motivation serves as the compass guiding us through life's intricate maze. It is the unwavering belief in our abilities and the fuel that keeps our ambitions burning bright."
• 3. "Picture a world without motivation—a world where dreams remain unfulfilled, talents remain hidden, and aspirations remain dormant. Fortunately, we do not live in such a world, and this essay delves into the profound impact of motivation on human lives."

🔚 Conclusion Paragraph Examples 📝

Here are some conclusion paragraph examples for your motivation essay:

• 1. "As we conclude this journey through the realm of motivation, let us remember that it is the driving force behind our accomplishments, the cornerstone of our achievements. With unwavering motivation, we can surmount any obstacle and turn our aspirations into reality."
• 2. "In the grand tapestry of human existence, motivation weaves the threads of determination, perseverance, and success. This essay's culmination serves as a testament to the enduring power of motivation and its ability to shape our destinies."
• 3. "As we bid farewell to this exploration of motivation, let us carry forward the knowledge that motivation is not just a concept but a potent force that propels us toward greatness. With motivation as our guide, we can continue to chase our dreams and conquer new horizons."

The Role of Motivation in Macbeth

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Motivation and Its Various Types

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Learning Styles and Motivation Reflection 

My motivation to undergo a masters program in business, entrepreneurship, and technology, my letter of motivation: electrical and electronics engineering, assessment of my motivation and values, overview of the motivational theories for business, autonomy, mastery, and purpose: motivation, applying work motivation theories to business situations, drive-reduction theory and motivation, the impact of motivation and affect on judgement, my motivation to study biomedical engineering in the netherlands, research of the theories of motivation: expectancy theory and the equity theory, understanding of my personal motivation, the motivation letter for you, herzberg two-factor theory of motivation, motivation in different aspects of our lives, the importance of motivation in human resource management, my motivation to get a bachelor degree in nursing, my potential and motivation to excel in the field of medicine, my motivational letter: mechanical engineering, motivation letter for computer science scholarship.

Motivation is what explains why people or animals initiate, continue or terminate a certain behavior at a particular time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behavior.

There are four main tyoes of motivation: Intrinsic, extrinsic, unconscious, and conscious.

Theories articulating the content of motivation: Maslow's hierarchy of needs, Herzberg's two-factor theory, Alderfer's ERG theory, Self-Determination Theory, Drive theory.

Relevant topics

• Growth Mindset
• Procrastination

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Motivation Essay | Essay on Motivation for Students and Children in English

February 13, 2024 by Prasanna

Motivation Essay:   Motivation is important in life because it helps us gain valued results like personal growth, better well-being, enhanced performance, or a sense of confidence. Motivation is a road to improve our way of feeling, thinking, and behaving. The advantages of motivation are seen in our way of living life.

You can read more  Essay Writing  about articles, events, people, sports, technology many more.

Long and Short Essays on Motivation for Students and Kids in English

If you are searching for an essay on motivation, you will find below two different articles that you can use to complete your class assignments. Here is the best long essay on motivation for the students of classes 7, 8, 9, and 10. Short essay on Motivation is helpful for students of classes 1, 2, 3, 4, 5 & 6.

Long Essay on Motivation 500 Words in English

Motivation is an essential factor that changes positive thought into instant action. It switches a great idea into action and can undoubtedly affect the world around you. However, not all are born with motivation. People sometimes have disbelief in themselves; they often say, “I can’t do that” or “the timing is not right.” Being demotivated means living a life as a worn-out machine. Your life will become dull without any spark. So, to gain inner peace and satisfaction in life, you must always stay motivated.

Motivation is a force to push you closer toward your dream. If Steve Jobs lacked the motivation to launch Apple, you would not get an iPhone or iPad. It gives you a purpose to live you with a forever smile on the face. Thus, realizing and working on your self-motivation skills will make you capable of taking control of different aspects of life.

The critical elements of self-motivation are resilience and optimism. The former will help you bounce back during difficult times, whereas later, you will show you a brighter side ahead. This way, you will be able to control your emotions that are holding you back.

You need to locate the right motivation for you to get your spark back. You can find motivation from a wide range of effective sources, for example, from quotes, books, videos, parents, teachers, and even nature. Ultimately, you’ll learn rational thinking to overcome negative emotions when you are motivated in life.

Motivation also helps in making you active in life. You will struggle more to fulfill your goals. A self-motivated person always discovers a way to understand the issues hindering the path to complete a task. Moreover, they do not require other people’s support to accomplish a challenging task close to them.

Hence, motivation is one of the vital factors to be successful in any phase of your life. Whether personal or professional events both demand a person to stay positive to achieve the goals. As a motivated person, you will always try to push your limits and develop your performance level every day.

Moreover, you will continuously thrive on giving your best during every task. You will see that you remain dedicated and progressive towards the objectives of life. Lastly, your dreams and goals will come true as you always aimed.

So, always stay motivated in life without losing hope. When you stay motivated each day, it’ll push you closer to your goals. Learn to remain calm when you go through any hard day. It’s an excellent habit and must be applied in life. As a result, all your negative thoughts will start fading away.

Short Essay on Motivation 200 Words in English

No doubt, a person goes through many types of difficulties in life. Some people lose hope and think of quitting. But is this the right step? Absolutely not. Failing once does not mean there is nothing left in life. There is always a way to fight back the hard times to achieve what you desire.

Whether you’re a school-going kid or a business owner, you lose the track and feel demotivated somewhere in life. But never lose hope, you can work towards your betterment by regaining your motivation.

If anytime in life, you feel hard to fight back and lose motivation, read positive quotes, or watch motivational videos online. You can even put the inspirational quotes on your walls. All you need is positivity and motivation in life. You’ll see soon after that you start tackling challenges one step at a time. Slowly you will reach the destination of success and will feel proud of yourself.

We will typically do our best when we have enough motivation. Motivation makes us do things correctly and perform well. You have higher odds of succeeding when you are fully inspired and put effort. It’ll help you give your best during every situation of life. So always work on your motivation.

10 Lines on Motivation Essay

• Motivation is significant for the overall growth of your mind as well as personality.
• It helps you focus on your goals based on values and skills.
• Motivation is a necessary resource to improve and work productively during changing times as well as threats.
• It boosts your desire to achieve a meaningful life goal.
• You can listen to speeches, videos, read books, or quotes from inspirational people to rework on your lost motivation.
• You will learn to fight your fears and negative thoughts when you are motivated.
• Motivation helps professionals to be positive and happy while working hard to achieve goals.
• When you are motivated, you learn to organize and prioritize your life.
• Motivation help students to concentrate and work hard in the class.
• It awakens the sense of meaning in life.

FAQ’s on Motivation Essay

Question 1. Why do we need motivation in life?

Answer: Motivation is vital because it helps you achieve your goals and become the happiest person by never losing hope.

Question 2. What does motivation teach us?

Answer: You will learn to be self-confident, patient, optimistic, skills, time management, and fighting against your fears.

Question 3. How can I regain motivation in life?

Answer: You can read inspirational books, listen to seminars, and put inspirational quotes on the wall or desk to stay motivated in life.

Question 4. What are the benefits of staying motivated?

Answer: Motivation gives job satisfaction, boosts student engagement, improves relationships, and makes you successful.

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The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings

Ricarda steinmayr.

1 Department of Psychology, TU Dortmund University, Dortmund, Germany

Anne F. Weidinger

Malte schwinger.

2 Department of Psychology, Philipps-Universität Marburg, Marburg, Germany

Birgit Spinath

3 Department of Psychology, Heidelberg University, Heidelberg, Germany

Associated Data

The datasets generated for this study are available on request to the corresponding author.

Achievement motivation is not a single construct but rather subsumes a variety of different constructs like ability self-concepts, task values, goals, and achievement motives. The few existing studies that investigated diverse motivational constructs as predictors of school students’ academic achievement above and beyond students’ cognitive abilities and prior achievement showed that most motivational constructs predicted academic achievement beyond intelligence and that students’ ability self-concepts and task values are more powerful in predicting their achievement than goals and achievement motives. The aim of the present study was to investigate whether the reported previous findings can be replicated when ability self-concepts, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria (e.g., hope for success in math and math grades). The sample comprised 345 11th and 12th grade students ( M = 17.48 years old, SD = 1.06) from the highest academic track (Gymnasium) in Germany. Students self-reported their ability self-concepts, task values, goal orientations, and achievement motives in math, German, and school in general. Additionally, we assessed their intelligence and their current and prior Grade point average and grades in math and German. Relative weight analyses revealed that domain-specific ability self-concept, motives, task values and learning goals but not performance goals explained a significant amount of variance in grades above all other predictors of which ability self-concept was the strongest predictor. Results are discussed with respect to their implications for investigating motivational constructs with different theoretical foundation.

Introduction

Achievement motivation energizes and directs behavior toward achievement and therefore is known to be an important determinant of academic success (e.g., Robbins et al., 2004 ; Hattie, 2009 ; Plante et al., 2013 ; Wigfield et al., 2016 ). Achievement motivation is not a single construct but rather subsumes a variety of different constructs like motivational beliefs, task values, goals, and achievement motives (see Murphy and Alexander, 2000 ; Wigfield and Cambria, 2010 ; Wigfield et al., 2016 ). Nevertheless, there is still a limited number of studies, that investigated (1) diverse motivational constructs in relation to students’ academic achievement in one sample and (2) additionally considered students’ cognitive abilities and their prior achievement ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). Because students’ cognitive abilities and their prior achievement are among the best single predictors of academic success (e.g., Kuncel et al., 2004 ; Hailikari et al., 2007 ), it is necessary to include them in the analyses when evaluating the importance of motivational factors for students’ achievement. Steinmayr and Spinath (2009) did so and revealed that students’ domain-specific ability self-concepts followed by domain-specific task values were the best predictors of students’ math and German grades compared to students’ goals and achievement motives. However, a flaw of their study is that they did not assess all motivational constructs at the same level of specificity as the achievement criteria. For example, achievement motives were measured on a domain-general level (e.g., “Difficult problems appeal to me”), whereas students’ achievement as well as motivational beliefs and task values were assessed domain-specifically (e.g., math grades, math self-concept, math task values). The importance of students’ achievement motives for math and German grades might have been underestimated because the specificity levels of predictor and criterion variables did not match (e.g., Ajzen and Fishbein, 1977 ; Baranik et al., 2010 ). The aim of the present study was to investigate whether the seminal findings by Steinmayr and Spinath (2009) will hold when motivational beliefs, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria. This is an important question with respect to motivation theory and future research in this field. Moreover, based on the findings it might be possible to better judge which kind of motivation should especially be fostered in school to improve achievement. This is important information for interventions aiming at enhancing students’ motivation in school.

Theoretical Relations Between Achievement Motivation and Academic Achievement

We take a social-cognitive approach to motivation (see also Pintrich et al., 1993 ; Elliot and Church, 1997 ; Wigfield and Cambria, 2010 ). This approach emphasizes the important role of students’ beliefs and their interpretations of actual events, as well as the role of the achievement context for motivational dynamics (see Weiner, 1992 ; Pintrich et al., 1993 ; Wigfield and Cambria, 2010 ). Social cognitive models of achievement motivation (e.g., expectancy-value theory by Eccles and Wigfield, 2002 ; hierarchical model of achievement motivation by Elliot and Church, 1997 ) comprise a variety of motivation constructs that can be organized in two broad categories (see Pintrich et al., 1993 , p. 176): students’ “beliefs about their capability to perform a task,” also called expectancy components (e.g., ability self-concepts, self-efficacy), and their “motivational beliefs about their reasons for choosing to do a task,” also called value components (e.g., task values, goals). The literature on motivation constructs from these categories is extensive (see Wigfield and Cambria, 2010 ). In this article, we focus on selected constructs, namely students’ ability self-concepts (from the category “expectancy components of motivation”), and their task values and goal orientations (from the category “value components of motivation”).

According to the social cognitive perspective, students’ motivation is relatively situation or context specific (see Pintrich et al., 1993 ). To gain a comprehensive picture of the relation between students’ motivation and their academic achievement, we additionally take into account a traditional personality model of motivation, the theory of the achievement motive ( McClelland et al., 1953 ), according to which students’ motivation is conceptualized as a relatively stable trait. Thus, we consider the achievement motives hope for success and fear of failure besides students’ ability self-concepts, their task values, and goal orientations in this article. In the following, we describe the motivation constructs in more detail.

Students’ ability self-concepts are defined as cognitive representations of their ability level ( Marsh, 1990 ; Wigfield et al., 2016 ). Ability self-concepts have been shown to be domain-specific from the early school years on (e.g., Wigfield et al., 1997 ). Consequently, they are frequently assessed with regard to a certain domain (e.g., with regard to school in general vs. with regard to math).

In the present article, task values are defined in the sense of the expectancy-value model by Eccles et al. (1983) and Eccles and Wigfield (2002) . According to the expectancy-value model there are three task values that should be positively associated with achievement, namely intrinsic values, utility value, and personal importance ( Eccles and Wigfield, 1995 ). Because task values are domain-specific from the early school years on (e.g., Eccles et al., 1993 ; Eccles and Wigfield, 1995 ), they are also assessed with reference to specific subjects (e.g., “How much do you like math?”) or on a more general level with regard to school in general (e.g., “How much do you like going to school?”).

Students’ goal orientations are broader cognitive orientations that students have toward their learning and they reflect the reasons for doing a task (see Dweck and Leggett, 1988 ). Therefore, they fall in the broad category of “value components of motivation.” Initially, researchers distinguished between learning and performance goals when describing goal orientations ( Nicholls, 1984 ; Dweck and Leggett, 1988 ). Learning goals (“task involvement” or “mastery goals”) describe people’s willingness to improve their skills, learn new things, and develop their competence, whereas performance goals (“ego involvement”) focus on demonstrating one’s higher competence and hiding one’s incompetence relative to others (e.g., Elliot and McGregor, 2001 ). Performance goals were later further subdivided into performance-approach (striving to demonstrate competence) and performance-avoidance goals (striving to avoid looking incompetent, e.g., Elliot and Church, 1997 ; Middleton and Midgley, 1997 ). Some researchers have included work avoidance as another component of achievement goals (e.g., Nicholls, 1984 ; Harackiewicz et al., 1997 ). Work avoidance refers to the goal of investing as little effort as possible ( Kumar and Jagacinski, 2011 ). Goal orientations can be assessed in reference to specific subjects (e.g., math) or on a more general level (e.g., in reference to school in general).

McClelland et al. (1953) distinguish the achievement motives hope for success (i.e., positive emotions and the belief that one can succeed) and fear of failure (i.e., negative emotions and the fear that the achievement situation is out of one’s depth). According to McClelland’s definition, need for achievement is measured by describing affective experiences or associations such as fear or joy in achievement situations. Achievement motives are conceptualized as being relatively stable over time. Consequently, need for achievement is theorized to be domain-general and, thus, usually assessed without referring to a certain domain or situation (e.g., Steinmayr and Spinath, 2009 ). However, Sparfeldt and Rost (2011) demonstrated that operationalizing achievement motives subject-specifically is psychometrically useful and results in better criterion validities compared with a domain-general operationalization.

Empirical Evidence on the Relative Importance of Achievement Motivation Constructs for Academic Achievement

A myriad of single studies (e.g., Linnenbrink-Garcia et al., 2018 ; Muenks et al., 2018 ; Steinmayr et al., 2018 ) and several meta-analyses (e.g., Robbins et al., 2004 ; Möller et al., 2009 ; Hulleman et al., 2010 ; Huang, 2011 ) support the hypothesis of social cognitive motivation models that students’ motivational beliefs are significantly related to their academic achievement. However, to judge the relative importance of motivation constructs for academic achievement, studies need (1) to investigate diverse motivational constructs in one sample and (2) to consider students’ cognitive abilities and their prior achievement, too, because the latter are among the best single predictors of academic success (e.g., Kuncel et al., 2004 ; Hailikari et al., 2007 ). For effective educational policy and school reform, it is crucial to obtain robust empirical evidence for whether various motivational constructs can explain variance in school performance over and above intelligence and prior achievement. Without including the latter constructs, we might overestimate the importance of motivation for achievement. Providing evidence that students’ achievement motivation is incrementally valid in predicting their academic achievement beyond their intelligence or prior achievement would emphasize the necessity of designing appropriate interventions for improving students’ school-related motivation.

There are several studies that included expectancy and value components of motivation as predictors of students’ academic achievement (grades or test scores) and additionally considered students’ prior achievement ( Marsh et al., 2005 ; Steinmayr et al., 2018 , Study 1) or their intelligence ( Spinath et al., 2006 ; Lotz et al., 2018 ; Schneider et al., 2018 ; Steinmayr et al., 2018 , Study 2, Weber et al., 2013 ). However, only few studies considered intelligence and prior achievement together with more than two motivational constructs as predictors of school students’ achievement ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). Kriegbaum et al. (2015) examined two expectancy components (i.e., ability self-concept and self-efficacy) and eight value components (i.e., interest, enjoyment, usefulness, learning goals, performance-approach, performance-avoidance goals, and work avoidance) in the domain of math. Steinmayr and Spinath (2009) investigated the role of an expectancy component (i.e., ability self-concept), five value components (i.e., task values, learning goals, performance-approach, performance-avoidance goals, and work avoidance), and students’ achievement motives (i.e., hope for success, fear of failure, and need for achievement) for students’ grades in math and German and their GPA. Both studies used relative weights analyses to compare the predictive power of all variables simultaneously while taking into account multicollinearity of the predictors ( Johnson and LeBreton, 2004 ; Tonidandel and LeBreton, 2011 ). Findings showed that – after controlling for differences in students‘ intelligence and their prior achievement – expectancy components (ability self-concept, self-efficacy) were the best motivational predictors of achievement followed by task values (i.e., intrinsic/enjoyment, attainment, and utility), need for achievement and learning goals ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). However, Steinmayr and Spinath (2009) who investigated the relations in three different domains did not assess all motivational constructs on the same level of specificity as the achievement criteria. More precisely, students’ achievement as well as motivational beliefs and task values were assessed domain-specifically (e.g., math grades, math self-concept, math task values), whereas students’ goals were only measured for school in general (e.g., “In school it is important for me to learn as much as possible”) and students’ achievement motives were only measured on a domain-general level (e.g., “Difficult problems appeal to me”). Thus, the importance of goals and achievement motives for math and German grades might have been underestimated because the specificity levels of predictor and criterion variables did not match (e.g., Ajzen and Fishbein, 1977 ; Baranik et al., 2010 ). Assessing students’ goals and their achievement motives with reference to a specific subject might result in higher associations with domain-specific achievement criteria (see Sparfeldt and Rost, 2011 ).

Taken together, although previous work underlines the important roles of expectancy and value components of motivation for school students’ academic achievement, hitherto, we know little about the relative importance of expectancy components, task values, goals, and achievement motives in different domains when all of them are assessed at the same level of specificity as the achievement criteria (e.g., achievement motives in math → math grades; ability self-concept for school → GPA).

The Present Research

The goal of the present study was to examine the relative importance of several of the most important achievement motivation constructs in predicting school students’ achievement. We substantially extend previous work in this field by considering (1) diverse motivational constructs, (2) students’ intelligence and their prior achievement as achievement predictors in one sample, and (3) by assessing all predictors on the same level of specificity as the achievement criteria. Moreover, we investigated the relations in three different domains: school in general, math, and German. Because there is no study that assessed students’ goal orientations and achievement motives besides their ability self-concept and task values on the same level of specificity as the achievement criteria, we could not derive any specific hypotheses on the relative importance of these constructs, but instead investigated the following research question (RQ):

RQ. What is the relative importance of students’ domain-specific ability self-concepts, task values, goal orientations, and achievement motives for their grades in the respective domain when including all of them, students’ intelligence and prior achievement simultaneously in the analytic models?

Materials and Methods

Participants and procedure.

A sample of 345 students was recruited from two German schools attending the highest academic track (Gymnasium). Only 11th graders participated at one school, whereas 11th and 12th graders participated at the other. Students of the different grades and schools did not differ significantly on any of the assessed measures. Students represented the typical population of this type of school in Germany; that is, the majority was Caucasian and came from medium to high socioeconomic status homes. At the time of testing, students were on average 17.48 years old ( SD = 1.06). As is typical for this kind of school, the sample comprised more girls ( n = 200) than boys ( n = 145). We verify that the study is in accordance with established ethical guidelines. Approval by an ethics committee was not required as per the institution’s guidelines and applicable regulations in the federal state where the study was conducted. Participation was voluntarily and no deception took place. Before testing, we received written informed consent forms from the students and from the parents of the students who were under the age of 18 on the day of the testing. If students did not want to participate, they could spend the testing time in their teacher’s room with an extra assignment. All students agreed to participate. Testing took place during regular classes in schools in 2013. Tests were administered by trained research assistants and lasted about 2.5 h. Students filled in the achievement motivation questionnaires first, and the intelligence test was administered afterward. Before the intelligence test, there was a short break.

Ability Self-Concept

Students’ ability self-concepts were assessed with four items per domain ( Schöne et al., 2002 ). Students indicated on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree) how good they thought they were at different activities in school in general, math, and German (“I am good at school in general/math/German,” “It is easy to for me to learn in school in general/math/German,” “In school in general/math/German, I know a lot,” and “Most assignments in school/math/German are easy for me”). Internal consistency (Cronbach’s α) of the ability self-concept scale was high in school in general, in math, and in German (0.82 ≤ α ≤ 0.95; see Table 1 ).

Means ( M ), Standard Deviations ( SD ), and Reliabilities (α) for all measures.

Task Values

Students’ task values were assessed with an established German scale (SESSW; Subjective scholastic value scale; Steinmayr and Spinath, 2010 ). The measure is an adaptation of items used by Eccles and Wigfield (1995) in different studies. It assesses intrinsic values, utility, and personal importance with three items each. Students indicated on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree) how much they valued school in general, math, and German (Intrinsic values: “I like school/math/German,” “I enjoy doing things in school/math/German,” and “I find school in general/math/German interesting”; Utility: “How useful is what you learn in school/math/German in general?,” “School/math/German will be useful in my future,” “The things I learn in school/math/German will be of use in my future life”; Personal importance: “Being good at school/math/German is important to me,” “To be good at school/math/German means a lot to me,” “Attainment in school/math/German is important to me”). Internal consistency of the values scale was high in all domains (0.90 ≤ α ≤ 0.93; see Table 1 ).

Goal Orientations

Students’ goal orientations were assessed with an established German self-report measure (SELLMO; Scales for measuring learning and achievement motivation; Spinath et al., 2002 ). In accordance with Sparfeldt et al. (2007) , we assessed goal orientations with regard to different domains: school in general, math, and German. In each domain, we used the SELLMO to assess students’ learning goals, performance-avoidance goals, and work avoidance with eight items each and their performance-approach goals with seven items. Students’ answered the items on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree). All items except for the work avoidance items are printed in Spinath and Steinmayr (2012) , p. 1148). A sample item to assess work avoidance is: “In school/math/German, it is important to me to do as little work as possible.” Internal consistency of the learning goals scale was high in all domains (0.83 ≤ α ≤ 0.88). The same was true for performance-approach goals (0.85 ≤ α ≤ 0.88), performance-avoidance goals (α = 0.89), and work avoidance (0.91 ≤ α ≤ 0.92; see Table 1 ).

Achievement Motives

Achievement motives were assessed with the Achievement Motives Scale (AMS; Gjesme and Nygard, 1970 ; Göttert and Kuhl, 1980 ). In the present study, we used a short form measuring “hope for success” and “fear of failure” with the seven items per subscale that showed the highest factor loadings. Both subscales were assessed in three domains: school in general, math, and German. Students’ answered all items on a 4-point scale ranging from 1 (does not apply at all) to 4 (fully applies). An example hope for success item is “In school/math/German, difficult problems appeal to me,” and an example fear of failure item is “In school/math/German, matters that are slightly difficult disconcert me.” Internal consistencies of hope for success and fear of failure scales were high in all domains (hope for success: 0.88 ≤ α ≤ 0.92; fear of failure: 0.90 ≤ α ≤ 0.91; see Table 1 ).

Intelligence

Intelligence was measured with the basic module of the Intelligence Structure Test 2000 R, a well-established German multifactor intelligence measure (I-S-T 2000 R; Amthauer et al., 2001 ). The basic module of the test offers assessments of domain-specific intelligence for verbal, numeric, and figural abilities as well as an overall intelligence score (a composite of the three facets). The overall intelligence score is thought to measure reasoning as a higher order factor of intelligence and can be interpreted as a measure of general intelligence, g . Its construct validity has been demonstrated in several studies ( Amthauer et al., 2001 ; Steinmayr and Amelang, 2006 ). In the present study, we used the scores that were closest to the domains we investigated: overall intelligence, numerical intelligence, and verbal intelligence (see also Steinmayr and Spinath, 2009 ). Raw values could range from 0 to 60 for verbal and numerical intelligence, and from 0 to 180 for overall intelligence. Internal consistencies of all intelligence scales were high (0.71 ≤ α ≤ 0.90; see Table 1 ).

Academic Achievement

For all students, the school delivered the report cards that the students received 3 months before testing (t0) and 4 months after testing (t2), at the end of the term in which testing took place. We assessed students’ grades in German and math as well as their overall grade point average (GPA) as criteria for school performance. GPA was computed as the mean of all available grades, not including grades in the nonacademic domains Sports and Music/Art as they did not correlate with the other grades. Grades ranged from 1 to 6, and were recoded so that higher numbers represented better performance.

Statistical Analyses

We conducted relative weight analyses to predict students’ academic achievement separately in math, German, and school in general. The relative weight analysis is a statistical procedure that enables to determine the relative importance of each predictor in a multiple regression analysis (“relative weight”) and to take adequately into account the multicollinearity of the different motivational constructs (for details, see Johnson and LeBreton, 2004 ; Tonidandel and LeBreton, 2011 ). Basically, it uses a variable transformation approach to create a new set of predictors that are orthogonal to one another (i.e., uncorrelated). Then, the criterion is regressed on these new orthogonal predictors, and the resulting standardized regression coefficients can be used because they no longer suffer from the deleterious effects of multicollinearity. These standardized regression weights are then transformed back into the metric of the original predictors. The rescaled relative weight of a predictor can easily be transformed into the percentage of variance that is uniquely explained by this predictor when dividing the relative weight of the specific predictor by the total variance explained by all predictors in the regression model ( R 2 ). We performed the relative weight analyses in three steps. In Model 1, we included the different achievement motivation variables assessed in the respective domain in the analyses. In Model 2, we entered intelligence into the analyses in addition to the achievement motivation variables. In Model 3, we included prior school performance indicated by grades measured before testing in addition to all of the motivation variables and intelligence. For all three steps, we tested for whether all relative weight factors differed significantly from each other (see Johnson, 2004 ) to determine which motivational construct was most important in predicting academic achievement (RQ).

Descriptive Statistics and Intercorrelations

Table 1 shows means, standard deviations, and reliabilities. Tables 2 –4 show the correlations between all scales in school in general, in math, and in German. Of particular relevance here, are the correlations between the motivational constructs and students’ school grades. In all three domains (i.e., school in general/math/German), out of all motivational predictor variables, students’ ability self-concepts showed the strongest associations with subsequent grades ( r = 0.53/0.61/0.46; see Tables 2 –4 ). Except for students’ performance-avoidance goals (−0.04 ≤ r ≤ 0.07, p > 0.05), the other motivational constructs were also significantly related to school grades. Most of the respective correlations were evenly dispersed around a moderate effect size of | r | = 0.30.

Intercorrelations between all variables in school in general.

Intercorrelations between all variables in German.

Intercorrelations between all variables in math.

Relative Weight Analyses

Table 5 presents the results of the relative weight analyses. In Model 1 (only motivational variables) and Model 2 (motivation and intelligence), respectively, the overall explained variance was highest for math grades ( R 2 = 0.42 and R 2 = 0.42, respectively) followed by GPA ( R 2 = 0.30 and R 2 = 0.34, respectively) and grades in German ( R 2 = 0.26 and R 2 = 0.28, respectively). When prior school grades were additionally considered (Model 3) the largest amount of variance was explained in students’ GPA ( R 2 = 0.73), followed by grades in German ( R 2 = 0.59) and math ( R 2 = 0.57). In the following, we will describe the results of Model 3 for each domain in more detail.

Relative weights and percentages of explained criterion variance (%) for all motivational constructs (Model 1) plus intelligence (Model 2) plus prior school achievement (Model 3).

Beginning with the prediction of students’ GPA: In Model 3, students’ prior GPA explained more variance in subsequent GPA than all other predictor variables (68%). Students’ ability self-concept explained significantly less variance than prior GPA but still more than all other predictors that we considered (14%). The relative weights of students’ intelligence (5%), task values (2%), hope for success (4%), and fear of failure (3%) did not differ significantly from each other but were still significantly different from zero ( p < 0.05). The relative weights of students’ goal orientations were not significant in Model 3.

Turning to math grades: The findings of the relative weight analyses for the prediction of math grades differed slightly from the prediction of GPA. In Model 3, the relative weights of numerical intelligence (2%) and performance-approach goals (2%) in math were no longer different from zero ( p > 0.05); in Model 2 they were. Prior math grades explained the largest share of the unique variance in subsequent math grades (45%), followed by math self-concept (19%). The relative weights of students’ math task values (9%), learning goals (5%), work avoidance (7%), and hope for success (6%) did not differ significantly from each other. Students’ fear of failure in math explained the smallest amount of unique variance in their math grades (4%) but the relative weight of students’ fear of failure did not differ significantly from that of students’ hope for success, work avoidance, and learning goals. The relative weights of students’ performance-avoidance goals were not significant in Model 3.

Turning to German grades: In Model 3, students’ prior grade in German was the strongest predictor (64%), followed by German self-concept (10%). Students’ fear of failure in German (6%), their verbal intelligence (4%), task values (4%), learning goals (4%), and hope for success (4%) explained less variance in German grades and did not differ significantly from each other but were significantly different from zero ( p < 0.05). The relative weights of students’ performance goals and work avoidance were not significant in Model 3.

In the present studies, we aimed to investigate the relative importance of several achievement motivation constructs in predicting students’ academic achievement. We sought to overcome the limitations of previous research in this field by (1) considering several theoretically and empirically distinct motivational constructs, (2) students’ intelligence, and their prior achievement, and (3) by assessing all predictors at the same level of specificity as the achievement criteria. We applied sophisticated statistical procedures to investigate the relations in three different domains, namely school in general, math, and German.

Relative Importance of Achievement Motivation Constructs for Academic Achievement

Out of the motivational predictor variables, students’ ability self-concepts explained the largest amount of variance in their academic achievement across all sets of analyses and across all investigated domains. Even when intelligence and prior grades were controlled for, students’ ability self-concepts accounted for at least 10% of the variance in the criterion. The relative superiority of ability self-perceptions is in line with the available literature on this topic (e.g., Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ; Steinmayr et al., 2018 ) and with numerous studies that have investigated the relations between students’ self-concept and their achievement (e.g., Möller et al., 2009 ; Huang, 2011 ). Ability self-concepts showed even higher relative weights than the corresponding intelligence scores. Whereas some previous studies have suggested that self-concepts and intelligence are at least equally important when predicting students’ grades (e.g., Steinmayr and Spinath, 2009 ; Weber et al., 2013 ; Schneider et al., 2018 ), our findings indicate that it might be even more important to believe in own school-related abilities than to possess outstanding cognitive capacities to achieve good grades (see also Lotz et al., 2018 ). Such a conclusion was supported by the fact that we examined the relative importance of all predictor variables across three domains and at the same levels of specificity, thus maximizing criterion-related validity (see Baranik et al., 2010 ). This procedure represents a particular strength of our study and sets it apart from previous studies in the field (e.g., Steinmayr and Spinath, 2009 ). Alternatively, our findings could be attributed to the sample we investigated at least to some degree. The students examined in the present study were selected for the academic track in Germany, and this makes them rather homogeneous in their cognitive abilities. It is therefore plausible to assume that the restricted variance in intelligence scores decreased the respective criterion validities.

When all variables were assessed at the same level of specificity, the achievement motives hope for success and fear of failure were the second and third best motivational predictors of academic achievement and more important than in the study by Steinmayr and Spinath (2009) . This result underlines the original conceptualization of achievement motives as broad personal tendencies that energize approach or avoidance behavior across different contexts and situations ( Elliot, 2006 ). However, the explanatory power of achievement motives was higher in the more specific domains of math and German, thereby also supporting the suggestion made by Sparfeldt and Rost (2011) to conceptualize achievement motives more domain-specifically. Conceptually, achievement motives and ability self-concepts are closely related. Individuals who believe in their ability to succeed often show greater hope for success than fear of failure and vice versa ( Brunstein and Heckhausen, 2008 ). It is thus not surprising that the two constructs showed similar stability in their relative effects on academic achievement across the three investigated domains. Concerning the specific mechanisms through which students’ achievement motives and ability self-concepts affect their achievement, it seems that they elicit positive or negative valences in students, and these valences in turn serve as simple but meaningful triggers of (un)successful school-related behavior. The large and consistent effects for students’ ability self-concept and their hope for success in our study support recommendations from positive psychology that individuals think positively about the future and regularly provide affirmation to themselves by reminding themselves of their positive attributes ( Seligman and Csikszentmihalyi, 2000 ). Future studies could investigate mediation processes. Theoretically, it would make sense that achievement motives defined as broad personal tendencies affect academic achievement via expectancy beliefs like ability self-concepts (e.g., expectancy-value theory by Eccles and Wigfield, 2002 ; see also, Atkinson, 1957 ).

Although task values and learning goals did not contribute much toward explaining the variance in GPA, these two constructs became even more important for explaining variance in math and German grades. As Elliot (2006) pointed out in his hierarchical model of approach-avoidance motivation, achievement motives serve as basic motivational principles that energize behavior. However, they do not guide the precise direction of the energized behavior. Instead, goals and task values are commonly recruited to strategically guide this basic motivation toward concrete aims that address the underlying desire or concern. Our results are consistent with Elliot’s (2006) suggestions. Whereas basic achievement motives are equally important at abstract and specific achievement levels, task values and learning goals release their full explanatory power with increasing context-specificity as they affect students’ concrete actions in a given school subject. At this level of abstraction, task values and learning goals compete with more extrinsic forms of motivation, such as performance goals. Contrary to several studies in achievement-goal research, we did not demonstrate the importance of either performance-approach or performance-avoidance goals for academic achievement.

Whereas students’ ability self-concept showed a high relative importance above and beyond intelligence, with few exceptions, each of the remaining motivation constructs explained less than 5% of the variance in students’ academic achievement in the full model including intelligence measures. One might argue that the high relative importance of students’ ability self-concept is not surprising because students’ ability self-concepts more strongly depend on prior grades than the other motivation constructs. Prior grades represent performance feedback and enable achievement comparisons that are seen as the main determinants of students’ ability self-concepts (see Skaalvik and Skaalvik, 2002 ). However, we included students’ prior grades in the analyses and students’ ability self-concepts still were the most powerful predictors of academic achievement out of the achievement motivation constructs that were considered. It is thus reasonable to conclude that the high relative importance of students’ subjective beliefs about their abilities is not only due to the overlap of this believes with prior achievement.

Limitations and Suggestions for Further Research

Our study confirms and extends the extant work on the power of students’ ability self-concept net of other important motivation variables even when important methodological aspects are considered. Strength of the study is the simultaneous investigation of different achievement motivation constructs in different academic domains. Nevertheless, we restricted the range of motivation constructs to ability self-concepts, task values, goal orientations, and achievement motives. It might be interesting to replicate the findings with other motivation constructs such as academic self-efficacy ( Pajares, 2003 ), individual interest ( Renninger and Hidi, 2011 ), or autonomous versus controlled forms of motivation ( Ryan and Deci, 2000 ). However, these constructs are conceptually and/or empirically very closely related to the motivation constructs we considered (e.g., Eccles and Wigfield, 1995 ; Marsh et al., 2018 ). Thus, it might well be the case that we would find very similar results for self-efficacy instead of ability self-concept as one example.

A second limitation is that we only focused on linear relations between motivation and achievement using a variable-centered approach. Studies that considered different motivation constructs and used person-centered approaches revealed that motivation factors interact with each other and that there are different profiles of motivation that are differently related to students’ achievement (e.g., Conley, 2012 ; Schwinger et al., 2016 ). An important avenue for future studies on students’ motivation is to further investigate these interactions in different academic domains.

Another limitation that might suggest a potential avenue for future research is the fact that we used only grades as an indicator of academic achievement. Although, grades are of high practical relevance for the students, they do not necessarily indicate how much students have learned, how much they know and how creative they are in the respective domain (e.g., Walton and Spencer, 2009 ). Moreover, there is empirical evidence that the prediction of academic achievement differs according to the particular criterion that is chosen (e.g., Lotz et al., 2018 ). Using standardized test performance instead of grades might lead to different results.

Our study is also limited to 11th and 12th graders attending the highest academic track in Germany. More balanced samples are needed to generalize the findings. A recent study ( Ben-Eliyahu, 2019 ) that investigated the relations between different motivational constructs (i.e., goal orientations, expectancies, and task values) and self-regulated learning in university students revealed higher relations for gifted students than for typical students. This finding indicates that relations between different aspects of motivation might differ between academically selected samples and unselected samples.

Finally, despite the advantages of relative weight analyses, this procedure also has some shortcomings. Most important, it is based on manifest variables. Thus, differences in criterion validity might be due in part to differences in measurement error. However, we are not aware of a latent procedure that is comparable to relative weight analyses. It might be one goal for methodological research to overcome this shortcoming.

We conducted the present research to identify how different aspects of students’ motivation uniquely contribute to differences in students’ achievement. Our study demonstrated the relative importance of students’ ability self-concepts, their task values, learning goals, and achievement motives for students’ grades in different academic subjects above and beyond intelligence and prior achievement. Findings thus broaden our knowledge on the role of students’ motivation for academic achievement. Students’ ability self-concept turned out to be the most important motivational predictor of students’ grades above and beyond differences in their intelligence and prior grades, even when all predictors were assessed domain-specifically. Out of two students with similar intelligence scores, same prior achievement, and similar task values, goals and achievement motives in a domain, the student with a higher domain-specific ability self-concept will receive better school grades in the respective domain. Therefore, there is strong evidence that believing in own competencies is advantageous with respect to academic achievement. This finding shows once again that it is a promising approach to implement validated interventions aiming at enhancing students’ domain-specific ability-beliefs in school (see also Muenks et al., 2017 ; Steinmayr et al., 2018 ).

Data Availability

Ethics statement.

In Germany, institutional approval was not required by default at the time the study was conducted. That is, why we cannot provide a formal approval by the institutional ethics committee. We verify that the study is in accordance with established ethical guidelines. Participation was voluntarily and no deception took place. Before testing, we received informed consent forms from the parents of the students who were under the age of 18 on the day of the testing. If students did not want to participate, they could spend the testing time in their teacher’s room with an extra assignment. All students agreed to participate. We included this information also in the manuscript.

Author Contributions

RS conceived and supervised the study, curated the data, performed the formal analysis, investigated the results, developed the methodology, administered the project, and wrote, reviewed, and edited the manuscript. AW wrote, reviewed, and edited the manuscript. MS performed the formal analysis, and wrote, reviewed, and edited the manuscript. BS conceived the study, and wrote, reviewed, and edited the manuscript.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. We acknowledge financial support by Deutsche Forschungsgemeinschaft and Technische Universität Dortmund/TU Dortmund University within the funding programme Open Access Publishing.

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Five ways to boost student motivation

A framework for creating motivationally supportive learning environments. 

• Personality
• Learning and Memory
• Teaching Psychology as a Subject

One of the biggest challenges when teaching is trying to motivate students. In addition, covid -induced shifts to remote instruction (Fong, 2022) might have exacerbated students’ already declining motivations, even after beginning the “new normal.” Despite these dips in motivation, some educators may believe that students are solely responsible for motivating themselves. However, research has emphasized how educators can create motivationally-supportive environments (Robinson, 2023) to engage students while learning.

A dominant theory of academic motivation is situated expectancy-value theory (Eccles & Wigfield, 2020). This theory describes a complex series of factors that motivate achievement-related choices. Learners’ motivation is shaped by three factors, captured by the following questions: Can I do this? Do I want to do this? And, what are the costs? In other words, motivation depends on whether students feel confident to engage in a task, find value in it, and perceive minimal costs during the learning process. Using this framework as a guide, we share five ways educators can boost student motivation in their classes.

Scaffold and build confidence

Construction workers use scaffolding to reach higher elevations in a safe and secure manner, and educators can employ similar methods to help learners grow in confidence (Fong & Krause, 2014). Students may lack confidence in learning because they may have not yet mastered certain academic skills and strategies. Because previous failure and the fear of it can hinder future learning opportunities, students need to experience success—even small successes—to uplift their confidence. Scaffolding involves designing tasks that start at the students’ skill level, and gradually increasing the difficulty of the task once the learner reaches the next level. A series of prior successes can have a cascading effect on learners’ confidence to keep making progress.

Discover and connect to future goals

Learners want to engage in class when the material is useful for their future goals (Hulleman et al., 2010). Discovering what students find the most useful or relevant in the class is essential for building connections between the course content and students’ short-term and long-term goals. Students might want to pursue careers in politics or forensics, for example, so an instructor might want to tailor particular examples from social psychology or research methods to make connections with these subfields, or even current events that pertain to these topics. Recognizing connections to real-world applications, future-oriented plans, and the course content makes learning relevant to students’ goals.

Emphasize personal importance

Students are motivated not only by how useful it may be for their future but also by how personally important the course material is to them (Fong & Kremer, 2020). Educators can emphasize aspects of the course material that have salient connections to students’ personal and social identities. For example, students from racially minoritized communities may find that content about the psychology of race and racism resonates with them. Or students who grew up in a family of counselors may readily identify with content about psychopathology. Whatever course material students find personally important can serve as a critical touchstone that anchors a motivationally-supportive curriculum.

Instill true curiosity

Curiosity may have killed the cat, but being curious is truly one of the most sustainable sources of motivation. When students are genuinely interested in what they are learning, the sky’s truly the limit. To fan curiosity into flame, educators may consider the situations that trigger students’ interest (Hidi & Renninger, 2006) and be mindful of what might catch their attention. These instances become the initial sparks that educators can use to build upon and allow students to cultivate their own enduring sense of interest. For instance, students might respond enthusiastically to an in-class experiment about cognitive perception. Students might enjoy doing in-class replications of experiments or find interest in perceptual processes. Now that students’ interests are triggered, providing additional activities or exposure and a chance for them to explore similar activities on their own can nurture personal interest.

Acknowledge and reduce cost perceptions

Lastly, educators can consider how to minimize students’ perceptions of cost, defined as the negative aspects of engaging in an academic task. When students face a challenge in an academic task, they might find it effortful or frustrating. One way to reduce effort and emotional costs (Rosenzweig et al., 2020) is to help students reinterpret cost perceptions in a more positive way, such as acknowledging that challenges are mostly temporary and common to other students. Also, if educators establish appropriate expectations for how much effort is required for a task, students may calibrate how effortful a task might be, rather than overestimating how much effort is needed.

Concluding thoughts

Student motivation is an extremely complex process and depends quite a bit on the learner’s goals, contexts, or tasks. A one-size fits all approach may not always work, but we hope these five strategies can be starting points for educators to think through when creating motivationally supportive learning environments.

About the authors

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation.  Contemporary Educational Psychology, 61,  Article 101859.  https://doi.org/10.1016/j.cedpsych.2020.101859

Fong, C. J. (2022). Academic motivation in a pandemic context: A conceptual review of prominent theories and an integrative model. Educational Psychology . Advance online publication.  https://doi.org/10.1080/01443410.2022.2026891

Fong, C. J., & Krause, J. M. (2014). Lost confidence and potential: A mixed methods study of underachieving college students’ sources of self-efficacy.  Social Psychology of Education: An International Journal, 17 (2), 249–268.  https://doi.org/10.1007/s11218-013-9239-1

Fong, C. J., & Kremer, K. P. (2020). An expectancy-value approach to math underachievement: Examining high school achievement, college attendance, and STEM interest.  Gifted Child Quarterly, 64 (2), 67–84.  https://doi.org/10.1177/0016986219890599

Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development.  Educational Psychologist, 41 (2), 111–127.  https://doi.org/10.1207/s15326985ep4102_4

Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102 (4), 880–895. https://doi.org/10.1037/a0019506

Robinson, K. A. (2023). Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates.  Educational Psychologist, 58 (2), 92–110.  https://doi.org/10.1080/00461520.2023.2198011

Rosenzweig, E. Q., Wigfield, A., & Hulleman, C. S. (2020). More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. Journal of Educational Psychology, 112 (1), 166–182. https://doi.org/10.1037/edu0000370

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Center for Teaching

Motivating students.

Introduction

• Expectancy – Value – Cost Model

ARCS Model of Instructional Design

Self-determination theory, additional strategies for motivating students.

Fostering student motivation is a difficult but necessary aspect of teaching that instructors must consider. Many may have led classes where students are engaged, motivated, and excited to learn, but have also led classes where students are distracted, disinterested, and reluctant to engage—and, probably, have led classes that are a mix. What factors influence students’ motivation? How can instructors promote students’ engagement and motivation to learn? While there are nuances that change from student to student, there are also models of motivation that serve as tools for thinking through and enhancing motivation in our classrooms. This guide will look at three frameworks: the expectancy-value-cost model of motivation, the ARCS model of instructional design, and self-determination theory. These three models highlight some of the major factors that influence student motivation, often drawing from and demonstrating overlap among their frameworks. The aim of this guide is to explore some of the literature on motivation and offer practical solutions for understanding and enhancing student motivation.

Expectancy – Value – Cost Model

The purpose of the original expectancy-value model was to predict students’ achievement behaviors within an educational context. The model has since been refined to include cost as one of the three major factors that influence student motivation. Below is a description of the three factors, according to the model, that influence motivation.

• Expectancy refers to a student’s expectation that they can actually succeed in the assigned task. It energizes students because they feel empowered to meet the learning objectives of the course.
• Value involves a student’s ability to perceive the importance of engaging in a particular task. This gives meaning to the assignment or activity because students are clear on why the task or behavior is valuable.
• Cost points to the barriers that impede a student’s ability to be successful on an assignment, activity and/or the course at large. Therefore, students might have success expectancies and perceive high task value, however, they might also be aware of obstacles to their engagement or a potential negative affect resulting in performance of the task, which could decrease their motivation.

Three important questions to consider from the student perspective:

1. Expectancy – Can I do the task?

2. Value – Do I want to do the task?

• Intrinsic or interest value : the inherent enjoyment that an individual experiences from engaging in the task for its own sake.

• Utility value : the usefulness of the task in helping achieve other short term or long-term goals.

• Attainment value : the task affirms a valued aspect of an individual’s identity and meets a need that is important to the individual.

3. Cost – Am I free of barriers that prevent me from investing my time, energy, and resources into the activity?

It’s important to note that expectancy, value and cost are not shaped only when a student enters your classroom. These have been shaped over time by both individual and contextual factors. Each of your students comes in with an initial response, however there are strategies for encouraging student success, clarifying subject meaning and finding ways to mitigate costs that will increase your students’ motivation. Everyone may not end up at the same level of motivation, but if you can increase each student’s motivation, it will help the overall atmosphere and productivity of the course that you are teaching.

Strategies to Enhance Expectancy, Value, and Cost

Hulleman et. al (2016) summarize research-based sources that positively impact students’ expectancy beliefs, perceptions of task value, and perceptions of cost, which might point to useful strategies that instructors can employ.

Research-based sources of expectancy-related beliefs

Research-based sources of value

Research-based sources of cost

• Barron K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. International Encyclopedia of Social and Behavioral Sciences, 8 , 503-509.
• Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In A. A. Lipnevich et al. (Eds.), Psychosocial Skills and School Systems in the 21st Century . Switzerland: Springer International Publishing.

The ARCS model of instructional design was created to improve the motivational appeal of instructional materials. The ARCS model is grounded in an expectancy-value framework, which assumes that people are motivated to engage in an activity if it’s perceived to be linked to the satisfaction of personal needs and if there is a positive expectancy for success. The purpose of this model was to fill a gap in the motivation literature by providing a model that could more clearly allow instructors to identify strategies to help improve motivation levels within their students.

ARCS is an acronym that stands for four factors, according to the model, that influence student motivation: attention, relevance, confidence, and satisfaction.

• Attention refers to getting and sustaining student attention and directing attention to the appropriate stimuli.
• Relevance involves making instruction applicable to present and future career opportunities, showing that learning in it of itself is enjoyable, and/or focusing on process over product by satisfying students’ psychological needs (e.g., need for achievement, need for affiliation).
• Confidence includes helping students believe that some level of success is possible if effort is exerted.
• Satisfaction is attained by helping students feel good about their accomplishments and allowing them to exert some degree of control over the learning experience.

To use the ARCS instructional design model, these steps can be followed:

• Classify the problem
• Analyze audience motivation
• Prepare motivational objectives (i.e., identify which factor in the ARCS model to target based on the defined problem and audience analysis).
• Generate potential motivational strategies for each objective
• Select strategies that a) don’t take up too much instructional time; b) don’t detract from instructional objectives; c) fall within time and money constraints; d) are acceptable to the audience; and e) are compatible with the instructor’s personal style, preferences, and mode of instruction.
• Prepare motivational elements
• Integrate materials with instruction
• Conduct a developmental try-out
• Assess motivational outcomes

Strategies to Enhance Attention, Relevance, Confidence, and Satisfaction

Keller (1987) provides several suggestions for how instructors can positively impact students’ attention, perceived relevance, confidence, and satisfaction.

Attention Strategies

Incongruity, Conflict

• Introduce a fact that seems to contradict the learner’s past experience.
• Present an example that does not seem to exemplify a given concept.
• Introduce two equally plausible facts or principles, only one of which can be true.
• Play devil’s advocate.

Concreteness

• Show visual representations of any important object or set of ideas or relationships.
• Give examples of every instructionally important concept or principle.
• Use content-related anecdotes, case studies, biographies, etc.

Variability

• In stand up delivery, vary the tone of your voice, and use body movement, pauses, and props.
• Vary the format of instruction (information presentation, practice, testing, etc.) according to the attention span of the audience.
• Vary the medium of instruction (platform delivery, film, video, print, etc.).
• Break up print materials by use of white space, visuals, tables, different typefaces, etc.
• Change the style of presentation (humorous-serious, fast-slow, loud-soft, active-passive, etc.).
• Shift between student-instructor interaction and student-student interaction.
• Where appropriate, use plays on words during redundant information presentation.
• Use humorous introductions.
• Use humorous analogies to explain and summarize.
• Use creativity techniques to have learners create unusual analogies and associations to the content.
• Build in problem solving activities at regular interval.
• Give learners the opportunity to select topics, projects and assignments that appeal to their curiosity and need to explore.

Participation

• Use games, role plays, or simulations that require learner participation.

Relevance Strategies

• State explicitly how the instruction builds on the learner’s existing skills.
• Use analogies familiar to the learner from past experience.
• Find out what the learners’ interests are and relate them to the instruction.

Present Worth

• State explicitly the present intrinsic value of learning the content, as distinct from its value as a link to future goals.

Future Usefulness

• State explicitly how the instruction relates to future activities of the learner.
• Ask learners to relate the instruction to their own future goals (future wheel).

Need Matching

• To enhance achievement striving behavior, provide opportunities to achieve standards of excellence under conditions of moderate risk.
• To make instruction responsive to the power motive, provide opportunities for responsibility, authority, and interpersonal influence.
• To satisfy the need for affiliation, establish trust and provide opportunities for no-risk, cooperative interaction.
• Bring in alumni of the course as enthusiastic guest lecturers.
• In a self-paced course, use those who finish first as deputy tutors.
• Model enthusiasm for the subject taught.
• Provide meaningful alternative methods for accomplishing a goal.
• Provide personal choices for organizing one’s work.

Confidence Strategies

Learning Requirements

• Incorporate clearly stated, appealing learning goals into instructional materials.
• Provide self-evaluation tools which are based on clearly stated goals.
• Explain the criteria for evaluation of performance.
• Organize materials on an increasing level of difficulty; that is, structure the learning material to provide a “conquerable” challenge.

Expectations

• Include statements about the likelihood of success with given amounts of effort and ability.
• Teach students how to develop a plan of work that will result in goal accomplishment.
• Help students set realistic goals.

Attributions

• Attribute student success to effort rather than luck or ease of task when appropriate (i.e., when you know it’s true!).
• Encourage student efforts to verbalize appropriate attributions for both successes and failures.

Self-Confidence

• Allow students opportunity to become increasingly independent in learning and practicing a skill.
• Have students learn new skills under low risk conditions, but practice performance of well-learned tasks under realistic conditions.
• Help students understand that the pursuit of excellence does not mean that anything short of perfection is failure; learn to feel good about genuine accomplishment.

Satisfaction Strategies

Natural Consequences

• Allow a student to use a newly acquired skill in a realistic setting as soon as possible.
• Verbally reinforce a student’s intrinsic pride in accomplishing a difficult task.
• Allow a student who masters a task to help others who have not yet done so.

Unexpected Rewards

• Reward intrinsically interesting task performance with unexpected, non-contingent rewards.
• Reward boring tasks with extrinsic, anticipated rewards.

Positive Outcomes

• Give verbal praise for successful progress or accomplishment.
• Give personal attention to students.
• Provide informative, helpful feedback when it is immediately useful.
• Provide motivating feedback (praise) immediately following task performance.

Negative Influences

• Avoid the use of threats as a means of obtaining task performance.
• Avoid surveillance (as opposed to positive attention).
• Avoid external performance evaluations whenever it is possible to help the student evaluate his or her own work.
• Provide frequent reinforcements when a student is learning a new task.
• Provide intermittent reinforcement as a student becomes more competent at a task.
• Vary the schedule of reinforcements in terms of both interval and quantity.

Source: Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10 , 2-10.

Self-determination theory (SDT) is a macro-theory of human motivation, emotion, and development that is concerned with the social conditions that facilitate or hinder human flourishing. While applicable to many domains, the theory has been commonly used to understand what moves students to act and persist in educational settings. SDT focuses on the factors that influence intrinsic and extrinsic motivation, which primarily involves the satisfaction of basic psychological needs.

Basic Psychological Needs

SDT posits that human motivation is guided by the need to fulfill basic psychological needs for autonomy, competence, and relatedness.

• Autonomy refers to having a choice in one’s own individual behaviors and feeling that those behaviors stem from individual volition rather than from external pressure or control. In educational contexts, students feel autonomous when they are given options, within a structure, about how to perform or present their work.
• Competence refers to perceiving one’s own behaviors or actions as effective and efficient. Students feel competent when they are able to track their progress in developing skills or an understanding of course material. This is often fostered when students receive clear feedback regarding their progression in the class.
• Relatedness refers to feeling a sense of belonging, closeness, and support from others. In educational settings, relatedness is fostered when students feel connected, both intellectually and emotionally, to their peers and instructors in the class. This can often be accomplished through interactions that allow members of the class to get to know each other on a deeper, more personal level.

Continuum of Self-Determination

SDT also posits that motivation exists on a continuum. When an environment provides enough support for the satisfaction of the psychological needs of autonomy, competence and relatedness, an individual may experience self-determined forms of motivation: intrinsic motivation, integration, and identification. Self-determined motivation occurs when there is an internal perceived locus of causality (i.e., internal factors are the main driving force for the behavior). Integration and identification are also grouped as autonomous extrinsic motivation as the behavior is driven by internal and volitional choice.

Intrinsic motivation , which is the most self-determined type of motivation, occurs when individuals naturally and spontaneously perform behaviors as a result of genuine interest and enjoyment.

Integrated regulation is when individuals identify the importance of a behavior, integrate this behavior into their self-concept, and pursue activities that align with this self-concept.

Identified regulation is where people identify and recognize the value of a behavior, which then drives their action.

When an environment does not provide enough support for the satisfaction of autonomy, competence, and relatedness, an individual may experience non-self-determined forms of motivation: introjection and external regulation. Introjection and external regulation are grouped as controlled extrinsic motivation because people enact these behaviors due to external or internal pressures.

Introjected regulation occurs when individuals are controlled by internalized consequences administered by the individual themselves, such as pride, shame, or guilt.

External regulation is when people’s behaviors are controlled exclusively by external factors, such as rewards or punishments.

Finally, at the bottom of the continuum is amotivation, which is lowest form of motivation.

Amotivation exists when there is a complete lack of intention to behave and there is no sense of achievement or purpose when the behavior is performed.

Below is a figure depicting the continuum of self-determination taken from Lonsdale, Hodge, and Rose (2009).

Although having intrinsically motivated students would be the ultimate goal, it may not be a practical one within educational settings. That’s because there are several tasks that are required of students to meet particular learning objectives that may not be inherently interesting or enjoyable. Instead, instructors can employ various strategies to satisfy students’ basic psychological needs, which should move their level of motivation along the continuum, and hopefully lead to more self-determined forms of motivation, thus yielding the greatest rewards in terms of student academic outcomes.

Below are suggestions for how instructors can positively impact students’ perceived autonomy, competence, and relatedness.

Strategies to Enhance Autonomy, Competence, and Relatedness

Autonomy strategies.

• Have students choose paper topics
• Have students choose the medium with which they will present their work
• Co-create rubrics with students (e.g., participation rubrics, assignment rubrics)
• Have students choose the topics you will cover in a particular unit
• Drop the lowest assessment or two (e.g., quizzes, exams, homework)
• Have students identify preferred assignment deadlines
• Gather mid-semester feedback and make changes based on student suggestions
• Provide meaningful rationales for learning activities
• Acknowledge students’ feelings about the learning process or learning activities throughout the course

Competence Strategies

• Set high but achievable learning objectives
• Communicate to students that you believe they can meet your high expectations
• Communicate clear expectations for each assignment (e.g., use rubrics)
• Include multiple low-stakes assessments
• Give students practice with feedback before assessments
• Provide lots of early feedback to students
• Have students provide peer feedback
• Scaffold assignments
• Praise student effort and hard work
• Provide a safe environment for students to fail and then learn from their mistakes

Relatedness Strategies

• Share personal anecdotes
• Get to know students via small talk before/after class and during breaks
• Require students to come to office hours (individually or in small groups)
• Have students complete a survey where they share information about themselves
• Use students’ names (perhaps with the help of name tents)
• Have students incorporate personal interests into their assignments
• Share a meal with students or bring food to class
• Incorporate group activities during class, and allow students to work with a variety of peers
• Arrange formal study groups
• Convey warmth, caring, and respect to students
• Lonsdale, C., Hodge, K., & Rose, E. (2009). Athlete burnout in elite sport: A self-determination perspective. Journal of Sports Sciences, 27, 785-795.
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness . New York: Guilford.

Below are some additional research-based strategies for motivating students to learn.

• Become a role model for student interest . Deliver your presentations with energy and enthusiasm. As a display of your motivation, your passion motivates your students. Make the course personal, showing why you are interested in the material.
• Get to know your students.  You will be able to better tailor your instruction to the students’ concerns and backgrounds, and your personal interest in them will inspire their personal loyalty to you. Display a strong interest in students’ learning and a faith in their abilities.
• Use examples freely.  Many students want to be shown why a concept or technique is useful before they want to study it further. Inform students about how your course prepares students for future opportunities.
• Teach by discovery. Students find it satisfying to reason through a problem and discover the underlying principle on their own.
• Cooperative learning activities are particularly effective as they also provide positive social pressure.
• Set realistic performance goals  and help students achieve them by encouraging them to set their own reasonable goals. Design assignments that are appropriately challenging in view of the experience and aptitude of the class.
• Place appropriate emphasis on testing and grading.  Tests should be a means of showing what students have mastered, not what they have not. Avoid grading on the curve and give everyone the opportunity to achieve the highest standard and grades.
• Be free with praise and constructive in criticism.  Negative comments should pertain to particular performances, not the performer. Offer nonjudgmental feedback on students’ work, stress opportunities to improve, look for ways to stimulate advancement, and avoid dividing students into sheep and goats.
• Give students as much control over their own education as possible.  Let students choose paper and project topics that interest them. Assess them in a variety of ways (tests, papers, projects, presentations, etc.) to give students more control over how they show their understanding to you. Give students options for how these assignments are weighted.
• Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
• DeLong, M., & Winter, D. (2002).  Learning to teach and teaching to learn mathematics: Resources for professional development . Washington, D.C.: Mathematical Association of America.
• Nilson, L. (2016). Teaching at its best: A research-based resource for college instructors  (4 th ed.). San Francisco, CA: Josey-Bass.

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Mary Sharp: The Self Motivated Student by Mary

Maryof Julian's entry into Varsity Tutor's March 2014 scholarship contest

Mary Sharp: The Self Motivated Student by Mary - March 2014 Scholarship Essay

I consider self motivation my greatest academic achievement. My self motivation has had a positive impact on my life. Self motivation has allowed me to be an independent learner. I set due dates for myself, and I push myself to my full potential. Self motivation is ultimately the greatest academic achievement. A good grade, a high score, a blue ribbon on a science fair project; all these things are events that come and go. Thirty years from now I will have lost that report card, a high score will not matter, and that blue ribbon will be buried in a box somewhere, forgotten. Self motivation is a skill that will stick with me the rest of my life. No matter what job I have, no matter how old I am, self motivation will allow me to excel in any area of life.

I have been educated at home since I was in kindergarten. The first few years of my schooling my mom taught me using several different curriculums designed for homeschool students. From third grade to ninth grade I was enrolled PAVCS, an online school designed for independent learners. By tenth grade my parents and I made the decision to switch back to regular homeschooling, since it was a better fit with my advanced learning style and busy schedule. Being home educated my entire life has developed my learning style into that of a self motivated, responsible, and driven student.

Being a self motivated learner has also allowed me to become a self taught student. Over the past four years of highschool I have independently taught myself four English and Composition courses, four Social Studies courses, two Spanish courses, Biology, Chemistry, Physics, and Calculus. I was tutored in my Algebra and Geometry courses, but this year I exceeded the mathematical abilities of my tutor and decided to venture out on my own into the unknown waters of Calculus. Seven months into my Calculus course I am excelling and loving it! Not only am I a self motivated student in academia, but also in my extracurricular studies. I continued to teach myself piano for years after I exceeded the skill level of my teacher. I taught myself guitar, and I am now teaching myself to play the ukulele. Being self taught has showed me the value of an education.

Self motivation has had a tremendous impact on my life. I am responsible with my duties, my possessions, and my time. Self motivation has given me the drive to make myself complete a task, even when I don’t feel like it. Procrastination is not a habit I take part in. Being self motivated has allowed me to keep up with my school assignments. I’ve been able to maintain good grades through all of highschool, in all subjects. Being on top of my schedule and assignments helps to reduce stress in my life as well. Self motivation has had a positive impact on my life.

Self motivation is a great achievement. It allows me to be independent, driven, and responsible. Being self motivated has taught me to value my education. It has enabled me to be a good student, as well as reduced stress in my life. I consider self motivation my greatest academic achievement because it is a feat that will stay with me the rest of my life.

Self-Motivation Explained + 100 Ways To Motivate Yourself

To demonstrate this point, let’s consider two scenarios you’ve likely experienced:

• You have something you have to do . You’re not excited or passionate about it, but you know you need to get it done. This feeling of obligation motivates you to work hard to complete the task;
• You have something you get to do . You’re interested in your task—you might have even assigned this task for yourself rather than receiving it from someone else—and you are happy to put in the time and effort to complete it.

In which scenario are you more effective? In which scenario are you more efficient? And, in which scenario do you feel the most fulfilled?

I’m willing to bet that your answer to each of those questions is Scenario 2.

It likely won’t come as a surprise that doing something for its own sake and for your own purposes is likely to be more fulfilling, enjoyable, and successful than doing something to meet external standards or to please others.

The feeling described in Scenario 2 is that of being self-motivated . Read on to learn more about self-motivation and why it’s the most effective kind of motivation.

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free . These detailed, science-based exercises will help you or your clients create actionable goals and master techniques to create lasting behavior change.

This Article Contains:

• What Is the Meaning of Self-Motivation?

3 Examples of Self-Motivation

The psychology of self-motivation: how are self-efficacy and motivation related, the importance of self-motivation, is self-motivation a skill and can it be developed through training, how to foster self-motivation in the workplace, research on self-motivation.

• 17 Activities, Exercises, and Worksheets for Self-Motivation (PDF)

5 Meditations to Promote Self-Motivation

Self-motivation quizzes, questionnaires, and tests, apps for increasing self-motivation, popular podcasts on self-motivation, 22 quotes and messages to ignite self-motivation, 6 images to inspire self-motivation, 15 recommended movies to get yourself motivated, ted talks, speeches, and videos on self-motivation, 7 books on self-motivation, a take-home message, what is the meaning of self-motivation.

Above, we explored a basic example of self-motivation, but here’s a succinct definition of the concept:

“Self-motivation is, in its simplest form, the force that drives you to do things”

(Skills You Need, n.d.).

It’s the drive you have to work toward your goals, to put effort into self-development, and to achieve personal fulfillment.

It’s important to note here that self-motivation is generally driven by intrinsic motivation, a kind of motivation that comes from sincerely wanting to achieve and desiring the inherent rewards associated with it.

Self-motivation can also be driven by extrinsic motivation, the drive to achieve that comes from wanting the external rewards (like money, power, status, or recognition), although it’s clear that intrinsic motivation is usually a more effective and fulfilling drive.

Self-Motivation and Emotional Intelligence

According to emotional intelligence expert Daniel Goleman, self-motivation is a key component of emotional intelligence . Emotional intelligence is the measure of one’s ability to recognize and manage his or her own emotions and the emotions of other people.

Self-motivation’s relevance to emotional intelligence highlights its role within our ability to understand ourselves, relate to others, and succeed in reaching our goals .

Goleman states that there are four components of motivation:

• Achievement drive, or the personal drive to achieve, improve, and meet certain standards;
• Commitment to your own personal goals;
• Initiative, or the “readiness to act on opportunities”;
• Optimism, or the tendency to look ahead and persevere with the belief that you can reach your goals (Skills You Need, n.d.).

• A man who goes to work every only as a means to pay the bills, keep his family off his back, and please his boss is not self-motivated, while a man who needs no external forces to make the trek into work every day and finds fulfillment in what he does is self-motivated;
• The student who only completes her homework because her parents remind her or nag her, or because they ground her when she fails to complete it is not self-motivated, but the student who completes her homework with no prodding because she wants to learn and succeed in school is self-motivated;
• The woman who only goes to the gym when her friends drag her there or because her doctor is adamant that she needs to exercise to get healthy is not self-motivated, but the woman who likes the way exercise makes her feel and schedules time at the gym whether or not anyone encourages her is self-motivated.

As you can see, self-motivation is all about where your drive comes from; if your motivation comes from within and pushes you to achieve for your own personal reasons, it can be considered self-motivation.

If you are only motivated to achieve standards set by someone else and not for your own internal satisfaction, you are probably not self-motivated.

It’s possible to be self-motivated in some areas and not in others. For example, if the man from the first example is not internally motivated to go to work but is sure to make time for his marathon training, he is not self-motivated when it comes to work but might be self-motivated to run.

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Psychologist Scott Geller is at the forefront of research on self-motivation, and he explains that there are three questions you can use to determine whether you (or someone in your life) is self-motivated:

• Can you do it?
• Will it work?
• Is it worth it?

If you answered “yes” to each question, you are likely self-motivated.

If you believe you can do it, you have self-efficacy . If you believe it will work, you have response efficacy—belief that the action you are taking will lead to the outcome you want. And if you believe it is worth it, you have weighed the cost against the consequences and decided the consequences outweigh the cost (Geller, 2016).

Speaking of consequences, Geller considers “consequences” to be one of four vital “C” words that underpin self-motivation:

• Consequences: To be self-motivated, you sincerely have to want the consequences associated with the actions you take rather than simply doing something to avoid negative consequences;
• Competence: If you answer all three of the questions above with a “yes,” you will feel competent in your ability to get things done;
• Choice: Having a sense of autonomy over your actions encourages self-motivation;
• Community: Having social support and connections with others is critical for feeling motivated and believing in yourself and your power to achieve (Geller, 2016).

Much of Geller’s work on self-motivation is grounded in the research of psychologist and self-efficacy researcher Albert Bandura . In 1981, Bandura set the stage for Geller’s current conceptualization of self-motivation with this description:

“Self-motivation . . . requires personal standards against which to evaluate ongoing performance. By making self-satisfaction conditional on a certain level of performance, individuals create self-inducements to persist in their efforts until their performances match internal standards. Both the anticipated satisfactions for matching attainments and the dissatisfactions with insufficient ones provide incentives for self-directed actions”

(Bandura & Schunk, 1981).

From this quote, you can see where Geller’s three questions come from. Believing that you can do it, that it will work, and that it is worth it will drive you to match the internal standards you set for yourself.

We explore this further in The Science of Self-Acceptance Masterclass© .

The DARN-C acronym is a commonly used tool in motivational interviewing. Motivational interviewing is a directive, client-centered treatment that enhances intrinsic motivation to make positive life changes (Miller & Rollnick, 2013).

The DARN-C acronym stands for desire , ability , reason , need , and commitment , which builds the basis of change talk.

1. Desire indicates precisely what the client wants and wishes for. This desire is the motivating factor for change. 2. The ability component of motivation is necessary because clients must believe that they can change, so a realistic perspective on how achievable this change can be is needed. 3. The reason for the change can be motivated by current pitfalls, benefits of a changed future, or aspects of both. 4. The need indicates the urgency of the change without specifying the underlying reason. The needs that arise during motivational interviewing questions reflect the importance of the shift to the individual. 5. Lastly, commitment is about specific actions that the client will take to change, an understanding of how to convert intentions into concrete action plans.

As you have likely already guessed, self-motivation is an important concept. While pleasing others and meeting external standards can certainly motivate us to get things done, such efforts aren’t exactly labors of love.

In other words, doing things because we feel we have to do them or to gain some external reward is enough in many cases, but it doesn’t invoke the passion needed to drive innovation and excellence.

It’s fine to use external sources to motivate you in some areas, but external motivation is less likely to leave you feeling personally fulfilled and finding deeper meaning in your life .

Not only do we generally do better work when we are self-motivated, but we are also better able to cope with stress and are simply happier when we are doing what we want to be doing.

The answer is a definite “yes.”

Self-motivation is driven by a set of skills that are within your control. Read on to learn how to use this to your advantage.

12 Tips and Skills to Motivate Yourself Today

The Skills You Need website lists six vital skills that form the foundation of self-motivation, and they are all skills that you can develop through sustained effort:

• Setting high but realistic goals (e.g., SMART goals);
• Taking the right level of risk;
• Constantly seeking feedback to figure out how to improve;
• Being committed to personal and/or organizational goals and going the extra mile to achieve them;
• Actively seeking out opportunities and seizing them when they occur;
• Being able to deal with setbacks and continue to pursue your goals despite obstacles (i.e., resilience).

Further, there are six things you can do to maintain your self-motivation:

• Continue learning and acquiring knowledge (i.e., develop a love of learning);
• Spend time with motivated, enthusiastic, and supportive people;
• Cultivate a positive mindset and build your optimism and resilience;
• Identify your strengths and weaknesses, and work on them;
• Avoid procrastination and work on your time management skills;
• Get help when you need it, and be willing to help others succeed (Skills You Need, n.d.).

14 Strategies for Students to Increase Their Self-Motivation to Study

Students are particularly well-suited to reap the benefits of self-motivation, but it can be hard to be self-motivated in the current educational environment.

Luckily, there are some things you can do as teachers, parents, and adult mentors to help students become self-motivated. In addition, there are plenty of strategies that students can apply themselves.

Here are some ideas for how to encourage self-motivation in students:

• Provide students with as much autonomy and freedom of choice as possible (e.g., give students a choice in their seating arrangements or a range of options for their final project, and implement problem-based learning);
• Provide useful feedback, praise hard work, and deliver critical feedback using words like “and” and “what if” instead of “but” to encourage student competence;
• Cultivate a high-quality relationship with your students by taking a genuine interest in them, acting friendly, staying flexible, keeping your focus on the end goal of learning, and not giving up on them;
• Encourage your students to think about, write about, and discuss how what they are learning is relevant to their own lives (Ferlazzo, 2015).

And, here are some ways that students can bolster their own self-motivation:

• Attach meaning to your studies and take personal ownership over your knowledge and learning;
• Create a plan: Map out your semester, your month, your week, and even your day;
• Build a routine and apply time management skills to become more organized and productive;
• Identify several comfortable study environments (they should be quiet and have few distractions);
• Get enough sleep, eat nutritious food, and exercise regularly to stay healthy;
• Tame “time monsters” like the internet, video games, or unproductive time spent with friends;
• Avoid multitasking by choosing one subject or task to work on at a time and focusing all of your attention on it;
• Take planned—and well-earned—breaks to stay refreshed and motivated;
• Connect with a support system of friends and family who will encourage you to do your best;
• Talk positively to yourself (Buckle, 2013).

You may find it much easier to encourage self-motivation in the workplace than in school.

After all, everyone in the workplace is there because they chose to be there, not because they’re required to be there by the law or by their parents. Employees might have vastly disparate reasons for being at work, but it’s unlikely they were compelled to work for their specific organization against their will.

As a manager, there are many ways to foster self-motivation in the workplace, including:

• Giving your employees one-on-one attention, feedback, and recognition;
• Ensure your employees have opportunities for meaningful advancement as well as training and education opportunities;
• Set the example in terms of tone, work ethic, and values . Be a role model for positivity, optimism, and hard work;
• Cultivate an uplifting and motivating culture that encourages employees to want to do their best;
• Foster socialization through teamwork and team-based activities, projects, and events;
• Stay as transparent as possible and open yourself up to questions, concerns, and ideas from your employees. Implement an open-door policy to ensure your employees feel heard (DeMers, 2015).

Writers Nick Nanton and J. W. Dicks at Fast Company offer some further strategies to ensure that both you and your employees stay motivated:

• Sell your mission statement to your team as you would to an investor. Ensure the people working to meet that mission understand it and buy into it;
• Foster a culture in which each employee has a specific job and a specific role with the organization, and give them room to grow and opportunities to implement ambitious new ideas;
• Focus on inspiring your staff instead of just motivating them. Inspired employees will inherently be motivated;
• Show your team recognition and appreciation for the hard work they do;
• Share your passion with your team and lead from the front by developing a positive mindset and displaying a positive attitude (2015).

Techniques to Motivate Yourself at Work

You can also take control of your own self-motivation at work. Some good techniques for becoming more self-motivated at work include:

• Finding work that interests you (This is a vital tip—it’s much easier to be self-motivated when you are passionate about what you do and fully engaged in it.);
• Request feedback from your boss or colleagues to learn about where you can improve and to enhance role clarity;
• Learn a new skill that is relevant to your role (or your desired role);
• Ask for a raise. Financial incentives are generally considered extrinsic motivation, but if you’re happy with your position, being paid what you think you are worth can be very self-motivating;
• Remind yourself of your “why,” the reason you do the work you do. When you are doing meaningful work, you are more likely to find fulfillment and stay self-motivated;
• Volunteer your services to others (This is especially helpful if you have trouble defining your “why.”);
• Take a vacation to allow yourself to rest, recharge, and come back refreshed and ready to work (Stahl, 2016).

The research on self-motivation clarifies its vital role in helping us achieve our goals. Check out the findings on two important and related topics below.

Self-Discipline and Self-Motivation

While self-discipline and self-motivation are two distinct concepts, self-discipline is vital to maintaining self-motivation. It’s not enough simply to be self-motivated—to achieve your goals, you need to couple self-motivation with self-discipline.

A study of online learners showed that even though they might all be considered self-motivated (since they are all taking a voluntary course with the goal of learning), those with self-discipline were the most likely to succeed.

Those who were highly self-disciplined displayed higher competence at the end of the course, fulfilled more external tasks, and were more effective in achieving their goals (Gorbunovs, Kapenieks, & Cakula, 2016).

Self-Motivation and Weight Loss

Very often, self-motivation is a key component of weight loss. Research on the connection between the two is quite clear.

In multiple studies, researchers found that participants who reported greater autonomy support and self-determined motivation were more effective in losing weight, more likely to keep the weight off for longer periods of time, and more positive about their weight loss journey (Teixeira, Silva, Mata, Palmeira, & Markland, 2012).

When we have our own closely held reasons for wanting to lose weight—and these reasons are based on personal fulfillment rather than meeting external standards—we are much more likely to find success.

16 Activities, Exercises, and Worksheets for Self-Motivation (PDFs)

Check out the activities, exercises, and worksheets below to find ways to enhance your self-motivation. Or, share these resources with your clients to help them get self-motivated.

Quick and Easy Motivation Techniques

Some techniques and exercises are more difficult than others. If you’re looking for a quick and easy exercise or activity to boost your self-motivation, try these:

• Listen to motivational music, like: a. Bill Conti’s Gonna Fly Now ; b. Paul Engemann’s Push it to the Limit ; c. Queen’s We Will Rock You ; d. Kenny Loggins’ Danger Zone ; e. ACDC’s Thunderstruck .
• Watch a motivational movie, like: a. Forrest Gump ; b. The Pursuit of Happyness ; c. Life is Beautiful ; d. Rain Man ; e . The Family Man .
• Read books that boost motivation from authors like: a. Napoleon Hill; b. Brian Tracy; c. Tony Robbins; d. Jim Rohn (Mueller, 2012).

Stronger Motivational Techniques

If you need techniques with a bit more power, you can try these:

• Set wisely chosen and deeply personal goals that you are excited about working toward;
• Schedule rewards for yourself when you accomplish your goals (or when you make steps toward your goals, for the larger ones);
• Visualize yourself achieving and fulfilling these goals;
• Create a vision board with your goals, aims, and dreams in mind, and post it somewhere you will see it often;
• Pay attention to your “hierarchy of needs” (à la Abraham Maslow) and ensure you are meeting your lower-level needs (including physiological needs like food and sleep, safety needs, social needs, and esteem needs);
• Consider using Neuro-Linguistic Programming (NLP), the study linking neurology, language, and programming to understand human experience and motivation;
• Envision what could happen when you reach your goals, as well as what could happen when you fail to reach your goals;
• Incorporate things you are interested in and engage your curiosity when setting and working toward your goals;
• Make a commitment to someone or something to ensure your future self will find it difficult to change plans or put things off (Mueller, 2012).

Self-Motivation Workbook (PDF)

This workbook is an excellent resource for anyone who wants to develop self-motivation.

It contains 23 pages of self-motivation information, activities, and exercises to help you find the drive within yourself that’s needed to achieve your goals.

You’ll find sections like:

• What Makes People Self-Motivated?;
• Lack of Energy or Self-Motivation?;
• Making Decisions;
• Don’t Make Excuses;
• Be Clear About Your Decisions;
• The Three Decisions That Will Shape Your Life;
• The NAC Concept of Pain and Pleasure;
• Transforming Yourself.

Please note that you will need to register with www.plr.me to download this workbook. You can find more free motivation tools and worksheets here .

Exercise: Build Self-Efficacy

Building self-efficacy is one of the best ways to develop your self-motivation. It might sound difficult or complex, but there are three simple activities you can do that help get you there:

• Ensure early success by choosing activities or steps that you know you can do;
• Watch others succeed in the activity you want to try—this is particularly effective if the person you are observing is similar to you and/or close to you;
• Find a supportive voice, like a coach, counselor, friendly manager, or mentor to encourage you and give you feedback (Mantell, 2012).

Set SMART Goals

As noted earlier, setting SMART goals is a great way to enhance your self-motivation.

When you set these goals, make sure they are:

• Measurable;
• Attainable;

Creating goals for yourself is one of the best things you can do to build a foundation for self-motivation. And if your goals are SMART, you are much more likely to find it easy to motivate yourself.

Getting Motivated to Change

This PDF from Texas Christian University’s Institute of Behavior Research offers many useful handouts and worksheets on motivation, along with some instructions for how to use them and suggestions for implementing change-focused counseling and coaching (Bartholomew, Dansereau, & Simpson, 2006).

It breaks things down into four parts:

• Motivation 101;
• The Art of Self-Motivation;
• Staying Motivated;
• Making It Second Nature.

All four parts contain great resources, but the Art of Self-Motivation section includes some really useful handouts and worksheets, including:

• Motivation and Change handout (page 28);
• Taking a Hard Look – Pros and Cons (page 29);
• Target Log (page 30).

Some of the resources in this PDF are targeted to people who are recovering from addiction, but it’s easy enough to alter and adapt them for more general use.

Click here to access this 63-page resource.

Meditation can be a great way to help maintain your self-motivation.

Try these meditations to help you stay self-motivated:

• Mountain Refuge’s Meditation for Self-Motivation ( 20-minute guided meditation from Meditainment);
• Meditation to Help Stop Procrastination (guided meditation from Jason Stephenson that’s about one half-hour);

• Guided Meditation—Motivation (11-minute guided meditation from Minds with Integrity);

• 10 Minute Meditation for Motivation and Building a Positive Mindset (10-minute guided meditation from The Mindful Movement);

• Guided Meditation—Increase Motivation and Confidence (nine-minute guided meditation from Michael Mackenzie at Project Meditation).

There are several fun quizzes and questionnaires you can use to explore your level of self-motivation. They aren’t all rigorous and validated instruments, but that doesn’t mean they can’t be helpful.

Self-Motivation Quiz From Richard Step

You can find this quick five-minute quiz from Richard Step at this link . It includes 45 questions rated on a three-point scale (with Rarely, Maybe, and A Lot as the three options).

You can take it with a focus on your life in general, or you can narrow your focus to one of several areas, including:

• Academics and schoolwork;
• Business ownership;
• Career growth and change;
• Creativity;
• Entrepreneurship and self-employment;
• Faith and spirituality;
• Family life;
• Fitness and health;
• Friendships;
• Future vision;
• Goal setting and completion;
• Helping other people;
• Hobbies and casual interests;
• “I was asked to take the test”;
• Just for fun or curiosity;
• Leadership and management;
• Life purpose and passions;
• Marriage and relationships
• Money and wealth;
• Psychological research;
• Retirement and legacy living
• Self-discovery and development;
• Shopping and spending;
• Teaching and training others;
• Teamwork and team-building;
• Trauma recovery.

Your results from this quiz will help you determine what makes you tick and what your main motivators are.

Motivation Style Quiz

If you want to learn what type of incentives you are most responsive to, this quiz from Martha Beck at Oprah.com can help. It includes only 10 questions with five response options each, so it’s a quick and easy way to discover your motivation style.

Your results will be presented via a score on the five different motivator types:

• Connection;
• Accomplishment;
• Enlightenment;

Scores can range from 1 to 10, with higher scores indicating that something is a greater motivator for you. Anything with a score of 6 or higher can be considered one of your major motivators, while anything below 3 is only minimally important. Your main motivational style is the component with the highest score.

Along with your scores, you will see descriptions of each motivation style to get an idea of what your “type” is like.

The Self-Motivation Inventory

For a slightly more research-backed scale of self-motivation, you might want to consider the Self-Motivation Inventory. This inventory will help you determine your level of self-motivation and whether you’re driven more by internal or external motivators.

It includes 30 items rated on a scale from 1 (less true) to 5 (more true), dependent on how well you feel each item describes you.

A few sample items include:

• I frequently think about how good I will feel when I accomplish what I have set out to do;
• If asked about what motivates me to succeed, I would say that the number one factor is a sense of personal fulfillment, that I gave my all and did my best;
• When I think about the reward for doing something, the first thing I think about is the sense of accomplishment or achievement;
• On several occasions, I have given myself a consequence for making a poor or less optimal decision. For instance, if I chose to eat an extra helping of dessert, I tell myself to work out an extra 10 minutes at the gym;
• Even if something makes me feel slightly nervous or uncomfortable, I typically do not have much trouble getting myself to do it.

When you have answered all 30 questions, total your responses for your overall score. Your score will place you within one of the following categories:

• Total Score 113-150: highly self-motivated;
• Total Score 75-112: somewhat self-motivated;
• Total Score 38-74: slightly self-motivated (perhaps in one or two areas, but not overall);
• Total Score 0-37: not at all self-motivated (more externally motivated).

This inventory was developed by Milana Leshinsky and Larina Kase, and you can find it at this link .

If you’ve committed to becoming more self-motivated and working toward your goals, these seven smartphone apps can help you get started and maintain your drive:

• DayOneApp : This journaling app allows you to add pictures, local weather data, and geo-location to each journal entry (iOS and Android);
• MyFitnessPal : This food- and exercise-focused app helps determine the calories and overall nutrition of the food you eat and records your exercise activity (iOS and Android);
• Headout : This app shares exciting, last-minute deals on fun experiences, including nearby activities, events, and tours. Make sure you make time to rest and relax in addition to all the work (iOS and Android);
• Coach.me : This app acts as a sort of digital coach by posing powerful questions that will help you narrow down your desires, set goals, and stay open-minded and on track (iOS and Android) (Boss, 2016).

If you’re a fan of podcasts, you might be happy to know that there are plenty of motivation-related podcasts available.

Here’s just a sample of the podcasts out there focused on this topic:

• The Daily Boost: Best Daily Motivation ( website );
• The Accidental Creative ( website );
• Inspire Nation—Daily Inspiration, Motivation, Meditation ( website );
• The School of Greatness with Lewis Howes ( website );
• Cortex ( website );
• The Tony Robbins Podcast ( website );
• Happier with Gretchen Rubin ( website );
• Beyond the To Do List—Personal Productivity Perspectives ( website );
• The Charlene Show ( website );
• The Ziglar Show—Inspiring Your True Performance ( website );
• Courageous Self-Confidence ( website ).

Check out other great podcasts that are focused on improving your motivation at https://player.fm/ .

Sometimes you just need a quick boost to get self-motivated, and quotes are a great way to get the spike in motivation that you need. Among this list are 17 quotes collected by Lydia Sweatt (2016). Give these quotes and messages a read next time you’re lacking in motivation.

“The only time you fail is when you fall down and stay down.”

“Most people can motivate themselves to do things simply by knowing that those things need to be done. But not me. For me, motivation is this horrible, scary game where I try to make myself do something while I actively avoid doing it. If I win, I have to do something I don’t want to do. And if I lose, I’m one step closer to ruining my entire life. And I never know whether I’m going to win or lose until the last second.”

Allie Brosh

“Always choose the future over the past. What do we do now?”

Brian Tracy

“You are your master. Only you have the master keys to open the inner locks.”

“Believe in yourself! Have faith in your abilities! Without a humble but reasonable confidence in your own powers you cannot be successful or happy.”

Norman Vincent Peale

“If you can dream it, you can do it.”

Walt Disney

“Where there is a will, there is a way. If there is a chance in a million that you can do something, anything to keep what you want from ending, do it. Pry the door open or, if need be, wedge your foot in that door and keep it open.”

Pauline Kael

“Do not wait; the time will never be ‘just right.’ Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along.”

George Herbert

“Press forward. Do not stop, do not linger in your journey, but strive for the mark set before you.”

George Whitefield

“The future belongs to those who believe in the beauty of their dreams.”

Eleanor Roosevelt

“Aim for the moon. If you miss, you may hit a star.”

W. Clement Stone

“Don’t watch the clock; do what it does. Keep going.”

Sam Levenson

“There will be obstacles. There will be doubters. There will be mistakes. But with hard work, there are no limits.”

Michael Phelps

“Keep your eyes on the stars, and your feet on the ground.”

Theodore Roosevelt

“We aim above the mark to hit the mark.”

Ralph Waldo Emerson

“One way to keep momentum going is to have constantly greater goals.”

Michael Korda

“Change your life today. Don’t gamble on the future, act now, without delay.”

Simone de Beauvoir

“You just can’t beat the person who never gives up.”

“Start where you are. Use what you have. Do what you can.”

Arthur Ashe

“Why should you continue going after your dreams? Because seeing the look on the faces of the people who said you couldn’t . . . will be priceless.”

“Never give up, for that is just the place and time that the tide will turn.”

Harriet Beecher Stow

Similarly, sometimes a motivational poster, meme, or image can work wonders for your self-motivation. Below are six of my favorite motivation-related images. (Images that are not Creative Commons can be accessed via the links.)

The Classic Road Sign

I don’t know about you, but there’s something that calls to me in this image: the blue sky and clouds, the angle encouraging us to look up, and “Motivation” in big letters. For some reason, it just works!

Looking at this image makes me think about life as a journey and motivation as an important piece of that journey. If we want to reach our next destination, we need to put forth some effort to make it happen. And when we do, seeing that big road sign welcoming us can often be reward enough.

The Yes I Can image also points out that the best motivation is self-motivation; as we’ve learned in this piece, that is truly the case. When we are motivated for our own internal reasons and committed to reach our goals for personal fulfillment rather than meeting the standards of others, we are more likely to succeed.

Sometimes, all we need is a quick reminder that “Yes I can!” Keep this image handy, especially when you’re working towards a particularly challenging goal, and it might give you the boost of motivation you need to stay on track.

I Cannot Change Yesterday, But I Can Change Today

The message of this image  is such an important point to remember, especially for those of us who struggle with leaving the past where it belongs: in the past.

It can be all too easy to dwell on past experiences, mistakes you’ve made, and roads that you should have taken. However, that does nothing to improve your current state. It’s good to reflect on what has brought you to where you are today, but letting worry, shame, embarrassment, and self-doubt based on your past creep into your present is a sure recipe for failure.

Remember that yesterday is done and gone—you can’t change it, so there’s no point dwelling on it. Take your lessons learned and apply them to something you can change: today.

What Matters Most Is How You See Yourself

This is another classic image in self-motivation and self-esteem, probably because it has a kitten in it. Kittens make for popular images.

Besides being cute, it also gets an important point across: The most important thing is the view you have of yourself. What other people think simply doesn’t matter most of the time. It’s what you think and feel about yourself that drives your behavior.

If you want to stay motivated and achieve your long-term goals, make sure to work on your sense of self-esteem and self-efficacy. See the best in yourself when you look in the mirror, and you’ll ensure that the best in yourself is what you manifest through your actions.

(Im)possible

This exhilarating (and potentially anxiety-inducing) image reminds us that what seems impossible is sometimes very possible. Of course, some things are truly impossible, based on things like gravity and the laws of nature, but this image isn’t about those things. It’s about things that seem impossible until you actually try them.

Challenge yourself to try something that seems impossible, giving it at least one solid attempt. You may be surprised at the outcome.

Don’t Worry, You Got This

This meme is both adorable and motivational. Featuring a tiny hedgehog in a victorious pose, this is a great image to go to when you’re in need of self-motivation combined with light-heartedness and humor. It can sometimes give a boost that simply can’t be found in more solemn inspirational quotes.

Looking at the cute little hedgehog and telling yourself, “ You got this! ” might be enough to get yourself in the frame of mind to take on a new challenge with enthusiasm and a smile.

If you’re a cinephile, you might find movies a good source of motivation.

If so, this list of 15 motivational movies (along with the movies listed above) might be enough to give you a boost:

• To Kill a Mockingbird (1962);
• The Shawshank Redemption (1994);
• Queen of Katwe (2016);
• Apollo 13 (1995);
• The Queen (2006);
• Lion (2016);
• Southpaw (2015);
• The African Queen (1951);
• Dangal (2016);
• Field of Dreams (1989);
• My Life as a Zucchini (2016);
• The Finest Hours (2016);
• Begin Again (2013);
• Sing Street (2016).

To see descriptions of the motivational power of these movies, read Samuel R. Murrian’s (2017) article  here .

Don’t have time for a full-length feature film? That’s okay! There are also tons of great TED Talks and YouTube videos on self-motivation. Check out any of the videos listed below to learn more about self-motivation:

The Psychology of Self-Motivation – Scott Geller

Psychology Professor Scott Gellar (mentioned earlier in this article) explains how to become more self-motivated in this inspiring TEDx Talk.

How Can We Become More Self-Motivated – Kyra G.

Thirteen-year-old Kyra shares in this TEDxYOUTH talk how to be motivated by setting goals and looking up to positive role models.

Self Motivation – Brendan Clark

Another young TEDxYOUTH speaker, Brendan Clark shares his own philosophies on motivation and success in this video.

Of course, there’s always the old-fashioned option to learn more about self-motivation: reading.

Check out these excellent books on self-motivation if you want an in-depth look at the topic:

• Why We Do What We Do: Understanding Self-Motivation by Edward L. Deci and Richard Flaste ( Amazon );
• The Self-Motivation Handbook by Jim Cathcart ( Amazon );
• Self-Theories: Their Role in Motivation, Personality, and Development by Carol Dweck ( Amazon );
• The Motivation Manifesto by Brendon Burchard ( Amazon );
• The Motivation Myth: How High Achievers Really Set Themselves Up to Win by Jeff Haden ( Amazon );
• No Excuses! The Power of Self-Discipline by Brian Tracy ( Amazon );
• The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives by William Stixrud and Ned Johnson ( Amazon ).

17 Tools To Increase Motivation and Goal Achievement

These 17 Motivation & Goal Achievement Exercises [PDF] contain all you need to help others set meaningful goals, increase self-drive, and experience greater accomplishment and life satisfaction.

Created by Experts. 100% Science-based.

In this piece, we covered what self-motivation is, how it fits into similar concepts in psychology, how you can boost it in yourself, and how you can encourage it in others.

It’s possible to increase self-motivation, and in turn, to increase your productivity and success. Hopefully, this article gave you some techniques and tools for achieving this.

What’s your take on self-motivation? What works best for you? Do you find yourself motivated more by external rewards or by internal drives? Did you find that your motivation differs in different areas of life? Let us know your thoughts in the comments.

We hope you enjoyed reading this article. Don’t forget to download our three Goal Achievement Exercises for free .

• Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41 , 586-598.
• Bartholomew, N. G., Dansereau, D. F., & Simpson, D. D. (2006). Getting motivated to change. TCU Institute of Behavioral Research. Retrieved from http://ibr.tcu.edu/wp-content/uploads/2013/09/TMA06Sept-mot.pdf
• Boss, J. (2016). 7 apps to help integrate tech with self-improvement goals. Entrepreneur. Retrieved from https://www.entrepreneur.com/article/254636
• Buckle, K. (2013). 10 tips for self-motivation for students. Gratia Plena. Retrieved from https://gratiaplenacounseling.org/10-tips-for-self-motivation-for-students/
• DeMers, J. (2015). 6 motivation secrets to inspire your employees. Inc. Retrieved from https://www.inc.com/jayson-demers/6-motivation-secrets-to-inspire-your-employees.html
• Ferlazzo, L. (2015). Strategies for helping students motivate themselves. Edutopia. Retrieved from https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo
• Geller, E. S. (2016). The psychology of self-motivation. In E. S. Geller (Ed.) Applied Psychology (pp. 83-118). New York, NY, US: Cambridge University Press.
• Gorbunovs, A., Kapenieks, A., & Cakula, S. (2016). Self-discipline as a key indicator to improve learning outcomes in e-learning environment. Procedia – Social and Behavioral Sciences, 231 , 245-262. Mantell, M. (2012). Four strategies that build lasting motivation (and how to use them to achieve your goals). LifeHacker. Retrieved from https://lifehacker.com/5958782/four-strategies-that-build-lasting-motivation-and-how-to-use-them-to-achieve-your-goals
• Mueller, S. (2012). Self-motivation techniques: Proven motivation tactics to boost your motivation. Planet of Success. Retrieved from http://www.planetofsuccess.com/motivationtechniques/
• Murrian, S. R. (2017). 15 inspiring, uplifting movies you can watch right now on Netflix for a hopeful new year. Parade. Retrieved from https://parade.com/632586/samuelmurrian/15-inspiring-uplifting-movies-you-can-watch-right-now-on-netflix-for-a-hopeful-new-year/
• Nanton, N., & Dicks, J. W. (2015). 5 steps to keeping your employees—and yourself—motivated daily. Fast Company. Retrieved from https://www.fastcompany.com/3041620/5-steps-to-keeping-your-employees-and-yourself-motivated-daily
• Skills You Need. (n.d.). Self-motivation. Skills You Need: Personal Skills. Retrieved from https://www.skillsyouneed.com/ps/self-motivation.html
• Stahl, A. (2016). Seven ways to get motivated at work. Forbes: Leadership. Retrieved from https://www.forbes.com/sites/ashleystahl/2016/11/22/seven-ways-to-get-motivated-at-work/#414d52633cd5
• Sweatt, L. (2016). 17 motivational quotes to help you achieve your dreams. Success. Retrieved from https://www.success.com/article/17-motivational-quotes-to-help-you-achieve-your-dreams
• Texeira, P. J., Silva, M. N., Mata, J., Palmeira, A. L., & Markland, D. (2012). International Journal of Behavioral Nutrition and Physical Activity, 9, 22.

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Thank you for the abundance of information.

This article very helpful for me. For me, intrinsic motivation work for me. Thank you so much to the writer.

Wow.. wonderful article. Covered all corners .. its so inspirational and insightful.

thanks alot of information

Excellent resource and information for all areas of life. I look forward to reading some of the books your listed.

SIMPLY PHENOMENAL ARTICLE.

Thank you so much for this wonderful post. Really great

This is the one of best example “A man who goes to work every only as a means to pay the bills, keep his family off his back, and please his boss is not self-motivated, while a man who needs no external forces to make the trek into work every day and finds fulfillment in what he does is self-motivated;” Thanks for sharing this helpful post in fast-changing life!

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To Increase Student Engagement, Focus on Motivation

Teachers can motivate middle and high school students by providing structure while also allowing them some control over their learning.

A 2018 Gallup study found that as students get older, they become less engaged, or “ involved, enthusiastic, and committed .” The study contained some alarming findings: In fifth grade, most students (74 percent) report high levels of engagement with school. However, by middle school, only half of students are engaged, and by high school the number of engaged students shrinks to about one-third. 

Student engagement continued to be a pressing concern for parents and educators during and after the pandemic. Approximately half of parents (45 percent), 77 percent of administrators, and 81 percent of teachers said that keeping students engaged was difficult during remote learning. In addition, 94 percent of educators considered student engagement to be the most important metric to look at when determining student success. Gallup found that students who are engaged with school not only report achieving higher grades but also feel more hopeful about their future. 

Student motivation

Engagement and motivation are separate, related, but often confused. Motivation is the driving force that causes a student to take action. Engagement is the observable behavior or evidence of that motivation. Motivation is necessary for engagement, but successful engagement could also help students to feel motivated in the future. 

In my book The Independent Learner , I discuss how self-regulated learning strategies help students to increase their motivation and willingness to engage in learning because they create feelings of autonomy, competence, and relatedness. According to research by Ryan and Deci, these are the three components that facilitate motivation :

• Autonomy is a “sense of initiative and ownership in one’s actions.”
• Competence is a “feeling of mastery” and a sense that with effort a student can “succeed and grow.”
• Relatedness is when the school setting “conveys respect and caring” that results in the student feeling “a sense of belonging and connection.”

Motivating students in the classroom

It is important not to confuse engagement with entertainment. In an EdWeek survey , researchers found that the entertaining activities that teachers expect to engage students are not necessarily working. While the majority of teachers who had increased their use of digital games assumed that games would engage students, only 27 percent of students reported feeling more engaged when digital games were involved. In addition, 30 percent of students said learning was actually less engaging. 

So what creates engagement? Gallup found that students who strongly agreed with the following two statements were 30 times more likely to report high levels of engagement with school:

• My school is “committed to building the strengths of each student.”
• I have “at least one teacher who makes me excited about the future.”

In other words, engaged students recognize that they have the support of caring adults who are willing to partner with them in their learning. 

Not all classrooms create these conditions. Controlling classrooms lower autonomy and motivation and increase student frustration. In controlling classrooms, students avoid challenges because they are afraid of failure. They work toward external rewards or to avoid possible anxiety or shame caused by mistakes. The teacher controls the answers and learning materials and uses language like “should” or “have to,” and students feel pressured to behave and achieve.

In contrast, creating classroom environments where students feel autonomy, competence, and relatedness helps students to maintain motivation and increase their engagement in school activities. Classrooms that foster motivation and increase engagement are high in structure but low in top-down control . These classrooms have the following qualities.

Supportive: Teachers support autonomy by listening and attempting to understand and respond to students’ perspectives. They look at what a student can currently do and where they need to go to reach the standard or objective, and they help the student by building scaffolds or supports to bridge the gap. This makes achievement toward grade-level content possible, even for learners who are not quite there yet.

Personal and individualized: Students feel like they are able to customize their assignments in order to explore their own interests. Students can also be taught to make their own connections to what they are learning through creating their own hooks for a lesson . Recognizing students’ unique qualities and special talents, getting to know what interests students and incorporating these interests into lessons or assignments, and reaching out to parents with a note or email when a student does something well are all strategies that I use to make learning personal and increase relatedness in the classroom. 

Structured and goal-oriented: When teachers give students strategies, provide frequent feedback, and show them how to use those strategies effectively, students are motivated by observing their own progress. Teachers can provide a rationale or standard and guide students in setting short-term mastery goals for each required task. They can also help students to align their daily actions and effort with the results they are hoping to achieve by making a process plan . I have found that when students graph their own progress or use their process plan as a checklist, this makes growth visual and allows students to see the steps they are accomplishing each day toward their goal. In addition, clear expectations, consistency in classroom structure, clear rules, and set routines are all important. 

Collaborative: Teachers provide students with choices and opportunities to partner with the teacher in their learning experiences and show ownership in the tasks that are assigned to them. When teachers encourage students to begin to make choices and take responsibility for their own learning, students see a purpose in school activities. One way to do this is through using self-assessment to prompt reflection on strategy use. I have students analyze their graded assignments to decide what strategies to keep and what to do differently next time. When students see errors as a signal that they need to reflect on the process and learning strategies they used, they realize there are no real mistakes, just opportunities for learning.

Although the pandemic has been difficult, the majority of students (69 percent) report feeling hopeful about the future. Students who are hopeful and engaged are less likely to get suspended or expelled, have chronic absenteeism, skip school, or drop out of school. When educators put effort into the goal of creating a school environment guided by student engagement, motivation, and autonomy, students can see their own growth. This creates an excitement for learning that helps students to maintain hope for the future even through difficult circumstances.

Student Essays

3 Best Essays on Self Motivation – Key to Success – 2024

Self motivation is essentially important in our life. During the different phases of our life, we come across many ups and downs of life. There’s only power of self motivation that help us to stand out with resilience, courage and commitment. The following essay on Self motivation mentions the meaning, purpose & importance of self motivation, additionally it details how to have self motivation in life for greater purpose in life

Essay on Self Motivation | Meaning, Purpose of Self Motivation in Life

Self motivation is simply the act of motivating oneself. But what exactly does it entail? Self motivation affects everything you do in life, from waking up early in the morning to complete your daily tasks, to studying hard for that upcoming exam, to working out at the gym when you are tired and just want to chill on the couch with a bag of chips. Self motivation is what makes you accomplish your goals and reach your full potential as a human being, and with it we can truly be unstoppable!

Self Motivation is the Key to Success

Motivation in life can come in different forms, it may be purely materialistic like wanting money or a nice fancy car to make you feel cooler, or it may be something that relates more to your life’s purpose like wanting to help others.

It’s a great way to perseverance and consistency in life. Self motivation comes in all shapes and sizes, but what is important to remember is that it is completely unique to you. The best kind of self motivation comes from within, and requires a lot of introspection and soul searching to really understand what it is that truly motivates you.

How to Stay Self Motivated

So how do we give ourselves that necessary push to motivate ourselves? Here are some tips on how you can become more self motivated:

• Wake up early. Like, as early as 5 am if you can manage it (or even earlier if you’re really hardcore). There’s a reason why all successful people seem to be early risers.
• Plan your day the night before, and write it on a note on your wall, on your desktop background, or in some other place you will see everyday. A day planner also works very well if it is the kind that you carry around with you to remind yourself of what you should be doing at any given time.
• Make a schedule for yourself, and include all the tasks you need to accomplish for that day. This will make it easier to do everything on time, without forgetting anything, and will keep you on track with your goals.
• Take small steps to success. You don’t have to wake up early and immediately start running 10 kilometers. Just get up, have a shower and breakfast, and start studying or working out. Once you get used to it you will be able to do it without even thinking about it.
• Once you start feeling tired or lazy, try doing some exercise or stretching. This will get your blood going and you’ll feel energized after that. Also, drinking a lot of water throughout the day will keep you hydrated and feeling good.
• Remember: A new day will always begin after just one night! So don’t feel bad about the things you didn’t accomplish yesterday, because there’s always a chance to start all over again.
• Make your goals SMART. Specific, Measurable, Attainable, Realistic, and Time-bound goals will make it easier to stay motivated. For example, instead of saying “I will go to the gym three times a week”, saying “I will go to the gym every day from Monday through Friday at 5 pm” will make your goals more specific and measurable.
• Find a workout buddy. Someone who is going to be able to push you to do your best and motivate you if you happen to slack off.
• Listen to music while at the gym, cooking, studying or doing homework. Or watching a movie if you’re procrastinating on your studies. Music has the power to change our mood and can motivate us immensely!
• Treat yourself, but in moderation. Buy yourself a new top if you’ve been good this week and have met your goals, or if you’re having a good day, but don’t reward yourself with that expensive ice cream or chocolate cake if you’ve been slacking off. Treating yourself is a good incentive to stay motivated, but don’t let it become too much of a crutch.

As human beings, we are all motivated by different things. It’s a way to self respect and courage.  It is completely natural to not be motivated about certain tasks at certain times, but what is important is that you are aware of what it is that motivates you, and then use these motivations to your advantage. Find your motivation!

Essay on Motivation For Students:

Motivation is the driving force that enables individuals to achieve their goals and dreams. It is what pushes us to take action, even when faced with challenges and setbacks. For students, motivation plays a crucial role in their academic success. A motivated student has the desire and determination to learn and excel in their studies.

In today’s fast-paced world, where distractions are everywhere, it can be challenging for students to stay motivated constantly. However, there are several strategies that students can use to boost their motivation levels.

Setting Clear Goals

Having clear goals is essential for maintaining motivation. When students have a specific target or objective in mind, they are more likely to put in the effort and work towards achieving it. These goals can be short-term or long-term, and they should be challenging yet realistic. By setting clear goals, students can see the progress they are making, which can further motivate them to keep going.

Focusing on Intrinsic Motivation

Intrinsic motivation refers to the internal desire and enjoyment that comes from learning and mastering a subject. It is different from extrinsic motivation, which involves external rewards such as grades or praise from others.

While extrinsic motivators can be helpful, relying solely on them can lead to a decrease in motivation once the reward is no longer present. On the other hand, intrinsic motivation provides a more sustainable source of drive for students.

Creating a Positive Learning Environment

The environment in which students learn plays a significant role in their motivation levels. A positive learning environment is one that promotes collaboration, creativity, and growth. It should also be a safe space where students feel comfortable taking risks and making mistakes without fear of judgment or criticism.

When students are in a positive environment, they are more likely to engage with the material and stay motivated throughout the learning process.

Taking Breaks and Practicing Self-Care

While working hard towards their goals is essential, students must also remember to take breaks and practice self-care. Burnout can quickly occur when students push themselves too hard without giving themselves time to rest and recharge. By taking breaks, students can come back to their studies feeling refreshed and energized, which can boost their motivation levels.

Finding Support

Having a support system can be invaluable for students’ motivation. Whether it’s from family, friends, or teachers, having people who believe in them and their abilities can provide the encouragement and support they need during tough times. Additionally, joining study groups or finding a mentor in their field of interest can also be beneficial for students.

Overall, motivation is crucial for students to reach their full potential. By setting clear goals, focusing on intrinsic motivation, creating a positive learning environment, taking breaks and practicing self-care, and finding support, students can maintain their drive to succeed academically. With determination and perseverance, anything is possible for motivated students

Essay on Self Motivation For Students:

Motivation is the driving force that helps individuals achieve their goals and overcome challenges. It is a key ingredient to success in life, especially for students who face academic pressure and personal responsibilities. However, motivation is not something that magically appears; it requires constant effort and self-motivation to stay motivated. In this essay, we will discuss the importance of self-motivation for students and provide tips on how to foster it.

Why Is Self-Motivation Important For Students?

Self-motivation is crucial for students as it enables them to achieve academic excellence, build valuable skills, and become successful individuals. Here are some reasons why self-motivation is essential for students:

• Academic Success: Students who are self-motivated have a strong desire to learn and excel in their studies. They set high goals for themselves and work tirelessly towards achieving them, even when faced with obstacles or setbacks.
• Personal Growth: Self-motivation helps students develop important life skills such as time management, discipline, and perseverance. These skills not only benefit them in their academic pursuits but also prepare them for future challenges in their personal and professional lives.
• Self-Confidence: When students are self-motivated, they believe in their abilities and have a positive attitude towards learning. This confidence can help them overcome any self-doubt or fear of failure, leading to better performance and higher levels of achievement.
• Sense of Purpose: Self-motivation helps students identify their goals and align their efforts towards achieving them. This sense of purpose can give meaning to their academic journey and keep them focused on the bigger picture.

Tips for Fostering Self-Motivation

Here are some practical tips that can help students cultivate self-motivation:

• Set Clear Goals: Having specific, achievable goals is essential for staying motivated. Students should set both short-term and long-term goals, with actionable steps to work towards them.
• Find Your Why: It is crucial for students to understand why they are pursuing a particular goal or studying a certain subject. Knowing their motivations can help them stay committed during challenging times.
• Celebrate Small Wins: Celebrating even the smallest achievements can provide students with a sense of accomplishment and motivation to keep going.
• Create a Support System: Having a support system of friends, family, or mentors can help students stay motivated. They can offer encouragement, share experiences, and provide helpful advice when needed.
• Take Breaks: It is essential for students to take breaks and recharge their energy levels. This can prevent burnout and help them maintain a healthy work-life balance.

Self-motivation is the key to success for students. It helps them overcome challenges, achieve their goals, and develop important life skills along the way. By setting clear goals, finding their why, celebrating small wins, creating a support system, and taking breaks when needed, students can foster self-motivation and excel in their academic and personal pursuits.

Remember, motivation is not something that can be given or taken; it comes from within, and with the right mindset, anyone can cultivate it. So, stay motivated and reach for your dreams!

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Motivation: Learning What Motivates You

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Best topics on Motivation

1. What Motivates Me as a Student

2. Rising Above Negativity: A Journey in Music and Self-Belief

3. Main Disadvantages Reward System and Recognition

4. Carl Rogers and Anna’s Case Study

5. My Ambition Far Exceeded My Talents

6. Motivation: Learning What Motivates You

7. Motivation Of People Seeking For Revenge

8. Application Of Motivation Models In Employee Engagement

9. The Promising Advantages of Honor Codes for the Student’s Future

10. How My Favorite Author’s Work Has Changed Me

11. How Motivation and Dedication Helped Me to Find My Goal in Life

12. How to Succed in College and Avoid Dropping Out

13. Finding the Motivation to Focus on One Objective

14. Selfishness as an Integral Part of Human Nature

15. Who Moved My Cheese: Overcoming the Obstacles

• Critical Reflection
• The Bystander Effect
• Development
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• Child Observation
• Short Term Memory

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STUDENT MOTIVATION ESSAY.pdf

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Andrej Iliev

Everything in our lives is underlined with some sort of motivation. This includes our students and their motivation to learn. Motivation is essential for learning and represent a driving force for students to complete their tasks and to build their knowledge. There are many factors which could potentially influence motivation, which makes research on this topic as it relates to learning diverse and abundant. However, motivational considerations can be summed up as being either task or ego-oriented. For facilitating task-oriented learning is recommended that teachers evaluate student performance based on an absolute scale rather than on a scale that compares student performance against each other, emphasize student participation and self-improvement in learning and incorporate test questions that require explanations and justifications rather than memorized material. Students are motivated by knowing that what they are learning has a greater purpose. They want to know that what they ...

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Motivation is crucial to education; it is a main factor that can drive humans to autonomous and independent learning. It is a complex system and it is individually organised making difficult to offer precise recommendation. A sound under­standing of physiological and psychological processes that triggers human behaviours is vital to a good educational design that will flow naturally according to students&#39; development. The article aims to do an analysis of recent and fundamental theories on motivation and learning in order to propose to educational professionals some key elements that will strengthen learning motivation and will facilitate teaching and teaching programmes designing. The ground of the article is the fact proven by a great number of studies that show great correlation between students&#39; motivation and positive learning effects. This theoretical article addresses an important question regarding the understanding of motivation: what drives our mo­ti­vational syste...

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Motivation refers to the forces that cause people to behave in certain ways. The students who spend the weekend in the library and the students who cannot wait to get out of class to go to the beach are both motivated, but they have different goals and interests. Without motivation, however, even the most capable working student with excellent support will accomplish little. In the article, we have identified the advantages and disadvantages of the learners’ goals - intrinsic versus extrinsic goals and immediate versus future goals; the effects of motivation on learning styles, tips for motivating learners; effects of motivation on students’ learning and behavior; strategies for motivating students; the role of motivation in the success of students at all stages of their education; and key factors affecting the learning process that are connected with motivation of students.

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Motivation, as the name suggests, is what ‘moves’ us. It is the reason we do anything at all. For teachers, a lack of motivation has long been one of the most frustrating obstacles to student learning. While the concept of motivation may intuitively seem fairly simple, a rich research literature has developed as researchers have defined this concept in a number of ways. Social scientists and psychologists have approached the problem of motivation from a variety of different angles, and education researchers have adapted many of these ideas into the school context. While there is a great deal of overlap between motivation theories, researchers differ in their identification of the underlying belief systems leading to motivational variation. Some theorists emphasise belief in oneself and one’s competency, others prioritise goal orientation, and a third group argues that the difficulty of the task shapes individual motivation. This resource will provide an introduction to various theor...

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Intrinsic motivation is an energizing of behavior that comes from within an individual, out of will and interest for the activity at hand. No external rewards are required to incite the intrinsically motivated person into action. The reward is the behavior itself. Logically, this seems like an ideal, for people to act as “origins” of their behavior rather than “pawns” (deCharms, 1968). However, it is certainly not the case that every real world behavior stems from an intrinsic energy

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What Is the Role of Self-Motivation for Academic Success?

Self-motivation plays a crucial role in achieving academic success. It is the internal drive to pursue and achieve academic goals, even when faced with challenges or setbacks. Without self-motivation, students may struggle to stay focused, engaged, and persevere in their academic journey. In this essay, we will discuss the importance of self-motivation for academic success, its impact on personal growth, and strategies to develop and maintain it.

One of the primary reasons why self-motivation is essential for academic success is that it helps students stay focused and engaged. When students are motivated, they are more likely to attend classes regularly, pay attention, and actively participate in discussions. This level of engagement allows them to absorb and understand the concepts being taught more effectively. Without self-motivation, students may easily drift off, lose interest, and fail to fully grasp the material, leading to poor academic performance.

Additionally, self-motivation pushes students to go beyond the minimum requirements. It encourages them to set ambitious goals, work hard, and put in the necessary effort to excel academically. Students who lack self-motivation may settle for mediocrity, completing assignments half-heartedly and merely aiming for minimal requirements. On the other hand, self-motivated students continuously strive for excellence, taking on challenges and embracing opportunities for growth.

Moreover, self-motivation is crucial for overcoming obstacles and setbacks. A self-motivated student views challenges as opportunities for learning and growth, rather than insurmountable roadblocks. When faced with difficulties, they push themselves to find solutions, seek help, and persist through adversity. This resilience and tenacity are essential for academic success, as setbacks and disappointments are inevitable in any educational journey.

Self-motivation not only impacts academic success but also contributes to personal growth and development. The process of pursuing academic goals requires discipline, dedication, and organization, all of which help develop valuable life skills. By being self-motivated, students learn to manage their time effectively, prioritize tasks, and set and work towards achieving goals. These skills extend beyond the classroom and can be applied to various other aspects of life, leading to personal growth and success in other domains as well.

To develop and maintain self-motivation, students can follow several strategies. Firstly, setting clear and realistic goals is essential. By clearly defining what they want to achieve and breaking it down into smaller, achievable milestones, students can motivate themselves to work towards these objectives. Additionally, students should find intrinsic reasons to be motivated, such as a genuine interest in the subject matter or a desire for personal growth. By finding meaning and purpose in their academic pursuits, students can generate the necessary drive to succeed. Surrounding themselves with a supportive and encouraging network, such as friends, family, or mentors, can also boost self-motivation by providing guidance, advice, and motivation during times of struggle.

In conclusion, self-motivation plays a vital role in academic success as it helps students stay focused, engaged, and persevere through challenges. It pushes students to go beyond minimum requirements, fosters personal growth, and equips them with valuable life skills. By setting clear goals, finding intrinsic motivations, and seeking support, students can develop and maintain self-motivation. Ultimately, self-motivation enables students to reach their academic potential and thrive in their educational journey.

Not only does self-motivation contribute to academic success, but it also plays a significant role in overall well-being. Students who are self-motivated are more likely to experience a sense of purpose and fulfillment in their educational pursuits. They are driven by their personal goals and passions, rather than external pressures or expectations.

Self-motivated students also tend to have a higher level of self-confidence. They believe in their abilities and have faith in their own capacity to overcome challenges and achieve success. This belief in oneself serves as a powerful motivator, allowing students to push through difficult times and stay committed to their goals.

Furthermore, self-motivation fosters a sense of autonomy and independence. Students who are self-motivated take responsibility for their own learning and progress. They actively seek out resources, engage in self-directed study, and take ownership of their education. This level of independence not only prepares students for the rigors of higher education and the workforce but also empowers them to take charge of their own lives.

In contrast, students who lack self-motivation often find themselves struggling to stay engaged and interested in their studies. They may feel overwhelmed by the demands of their coursework or easily give up when faced with setbacks. Without self-motivation, these students may become disengaged, leading to lower grades, decreased performance, and a diminished sense of fulfillment.

Therefore, it is crucial for parents, teachers, and educational institutions to foster an environment that encourages and supports self-motivation. This can be achieved through creating a culture of positive reinforcement, providing opportunities for student choice and autonomy, and teaching students goal-setting and time management skills. By instilling these values and skills early on, students are more likely to develop and maintain self-motivation throughout their educational journey.

In conclusion, self-motivation is a crucial factor in academic success and personal growth. It enables students to overcome obstacles, develop valuable life skills, and experience a sense of purpose and fulfillment in their educational pursuits. By setting clear goals, finding intrinsic motivations, and seeking support, students can cultivate self-motivation and unlock their full potential. Ultimately, self-motivation is not just a key ingredient for academic success but also a vital component of a well-rounded and successful life.

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A Teacher Asked and Students Answered: What Motivates You to Learn?

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Like most teachers, Dani Boepple devotes a lot of mental energy to devising ways to motivate and engage her students .

Motivation is a key part of learning—especially when students take on challenging material that requires more trial and error before the light bulb goes off. But what, precisely, sparks students’ motivation can be elusive , even for the most seasoned educators.

Boepple teaches science at McDonald Middle School in the Dallas metro area, which serves mostly students from low-income families. Over the years, Boepple has honed multiple strategies and tested theories on how best to motivate adolescents to learn about everything from the movement of plants to the human impact on ocean ecosystems.

But to determine which of her tricks are most effective, Boepple recently decided to ask her students—about 150 of them—what they think she does as a teacher that is most motivating to them. Her students agreed on a list of Boepple’s best motivational strategies. Here are four key ones she shared with Education Week.

1. Dive into the data

Top of her students’ list is the deep dive into their achievement data that Boepple does with each of them. The teacher starts the year by going over students’ achievement data from previous years, discussing where they are now academically, and setting goals for where they should be by the middle and end of their school year with her.

“They said that people don’t really talk to them about their scores, they just tell them, Oh, you’re behind,’ but they don’t know what that means,” she said.

Boepple said she nurtures a growth mindset by rewarding students as they reach small goals along the way to those big ones.

2. Use rewards that leave a mark

Rewards—from stickers to pizza parties—are a tried-and-true way to coax students to perform their best.

But Boepple likes using personalized rewards that also acknowledge student success. She has a laser engraver in her classroom and for every big test her students take, if they do well enough on it, they get their name and the name of the test engraved on a wooden plaque. Boepple also decorates the plaques with engravings of stars, plants, or other designs that relate to the test material.

The plaques are displayed on a wall where students take selfies with them to share on social media. At the end of the year, students get to take their plaques home.

Boepple also makes custom “science mastery” stickers for her classes—a less expensive alternative to a laser engraver—that she gives to students when they meet their goals.

“I don’t know why, but 8th graders love stickers. You would think that’s a very elementary thing but it’s not. They love to decorate their Chromebooks and their notebooks,” Boepple said. “Then, if they get a perfect score on the exam, which is hard to do, because my exams are not easy, they get a perfect score sticker. There are a few of those floating around that are very prized.”

3. Build a store stocked with aspiration

Students in Boepple’s school wear uniforms, but they’re allowed to ditch part of their uniforms if they are wearing college or military apparel. To leverage that as a tool for motivating students, Boepple constructed something she calls the “college closet,” turning part of her classroom into a store stocked with shirts and sweatshirts bearing the names of different universities.

Students earn tickets for meeting their academic goals. They then can use those tickets to buy shirts Boepple has found from second-hand stores and through donations.

“If they wear a college shirt, they don’t have to wear a uniform shirt, so that’s the cool thing to do,” Boepple said. “They said that really helps motivate them because they can’t afford to go buy a nice college sweatshirt. They are so grateful, and they wear them every day with pride. And when you ask them, they’ll say, ‘Yeah, I earned this for mastering my test number three,’ or they can tell you how they got the shirt.”

4. Don’t forget the hamster (or millipede)

Class pets are a staple in many K-12 classrooms. In her small, personal zoo that includes a hamster, turtle, snails, and a giant millipede, Boepple saw another opportunity to motivate her students: They can earn time to play with the class pets by finishing their schoolwork correctly on the first try.

“A lot of them have not held a hamster or seen a turtle up close,” Boepple said, so the pets are a special—and highly motivating—treat.

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Essay on Self Motivation 3 Models

Essay on self motivation, undoubtedly, self-motivation is the most important factor in achieving success. And no matter what circumstances are prepared for you, you will not be able to succeed without your self-motivation. Therefore, we will present several models such as a short essay on the importance of self-motivation to achieve success, and a paragraph about what your self-motivation is.

It is important to know that it is your self-motivation that determines your goals, and the methods that you will follow to achieve these goals.

It is an important topic for students, as it motivates them to know their own motivations, and this is the first step on the road to the future.

Often the student loses sight of the aim of the study, and therefore becomes lost. He studies subjects without knowing what the purpose of studying them is. In this case, it is impossible to achieve an achievement.

Essay on self motivation

It is important for students to have an awareness of the goals for which they are learning, and when a student can set his own future goals, he will be self-motivated. Self-motivation is the dynamic engine that drives a person to achieve his goals. A person without self-motivation is like a dead person, who cannot accomplish anything.

It is your self-motivation that makes you get up early in the morning and go to your school whether it is hot or cold. It is your self-motivation that makes you regularly attend and not miss school. It is your self-motivation that makes you give up the things you love like watching TV or going out with friends, in order to study your lessons.

When your self-motivation decreases, this results in neglecting studying and not achieving any success. Therefore, you should always find your self-motivation, and remind yourself of your future goals.

In essay-on-self-motivation, I will explain the importance of self-motivation in encouraging a person to endure hardships in order to achieve great goals.

Self-motivation consists of helping a person understand his or her future needs. Therefore, there must be a guide for each student, showing all the information about the different majors in schools and universities, and what jobs are available in the labor market, because all of this makes the student able to define his goals, and thus develop his self-motivation.

The family plays a major role in educating children, developing their positive thoughts, as well as developing their self-motivation. This is done by sharing ideas between family members, discussing the tendencies of each family member, knowing his future dreams, and what plans each person has set to achieve his goals.

It is important to benefit from the experiences of others, and to listen to the advice of parents and teachers. And we must acknowledge everyone who provided us with information or an idea that helped us succeed.

The school also plays an important role in developing self-motivation, and when we write an essay-on-self-motivation, we must mention the teacher’s role in shaping the student’s personality and helping him to define his goals. Thus, the formation of self-motivation in him, which will be the force that drives the student to bear all hardships in order to achieve a better future.

Teachers work to develop students’ mental skills and abilities, all of which helps the student to know the opportunities available to him in the future, and to develop self-motivations that help him reach his goal.

It is important to have a role model. Having a successful person whom you trust and whom you take as a role model for you is one of the important things that facilitate your path to success. The thing that scares man the most is the unknown.

Therefore, when you know that there is a person who has achieved achievements in a field, and you can benefit from his expertise, this will help you a lot, save you effort and time, and remove your feeling of fear.

Therefore, it is important to look for successful people in your field, take them as role models, consult them on any problem you encounter, and benefit from their experiences.

It is important to always remind yourself of the goal that you want to achieve, and you must be convinced of the importance of this goal, then you will have strong self-motivations that give you activity and vitality, and urge you to work hard.

Self-motivation is the fuel that drives a person to overcome obstacles, whatever they may be. Every person has a self-motivation that makes him do difficult things. There are people whose self-motivation is to improve their living conditions. Others are self-motivated by achieving outstanding success and feeling proud.

Thus, self-motivation differs from one person to another, but in the end, no success can be achieved without strong self-motivation.

At the end of the essay-on-self-motivation, I talked about the importance of self-motivation in achieving your future goals, and that self-motivation is the magic power that enables you to do difficult things, which you consider impossible. I also talked about the role of the family in helping its children know their goals and setting plans to achieve these goals, and the role of the family in strengthening the self-motivation of children. I also talked about the role of teachers in educating students, providing them with information that helps them determine their future goals, and strengthening their self-motivation to face the difficulties they face in the way of learning.

I hope you have benefited from my essay-on-self-motivation and I would appreciate your comments.

To read more, click on the following link:

• Essay on believe in yourself
• Success in life essay 15 models
• Value of reading essay 8 models

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Essays That Worked

The essays are a place to show us who you are and who you’ll be in our community.

It’s a chance to add depth to something that is important to you and tell the admissions committee more about your background or goals. Below you’ll find selected examples of essays that “worked,” as nominated by our admissions committee. In each of these essays, students were able to share stories from their everyday lives to reveal something about their character, values, and life that aligned with the culture and values at Hopkins.

Read essays that worked from Transfer applicants .

Hear from the class of 2027.

These selections represent just a few examples of essays we found impressive and helpful during the past admissions cycle. We hope these essays inspire you as you prepare to compose your own personal statements. The most important thing to remember is to be original as you share your own story, thoughts, and ideas with us.

Ordering the Disorderly

Ellie’s essay skillfully uses the topic of entropy as an extended metaphor. Through it, we see reflections about who they are and who they aspire to be.

Pack Light, But Be Prepared

In Pablo’s essay, the act of packing for a pilgrimage becomes a metaphor for the way humans accumulate experiences in their life’s journey and what we can learn from them. As we join Pablo through the diverse phases of their life, we gain insights into their character and values.

Tikkun Olam

Julieta illustrates how the concept of Tikkun Olam, “a desire to help repair the world,” has shaped their passions and drives them to pursue experiences at Hopkins.

Kashvi’s essay encapsulates a heartfelt journey of self-discovery and the invaluable teachings of Rock, their 10-year-old dog. Through the lens of their companionship, Kashvi walked us through valuable lessons on responsibility, friendship, patience, and unconditional love.

Classical Reflections in Herstory

Maddie’s essay details their intellectual journey using their love of Greek classics. They incorporate details that reveal the roots of their academic interests: storytelling, literary devices, and translation. As their essay progresses, so do Maddie’s intellectual curiosities.

My Spotify Playlist

Alyssa’s essay reflects on special memories through the creative lens of Spotify playlists. They use three examples to highlight their experiences with their tennis team, finding a virtual community during the pandemic, and co-founding a nonprofit to help younger students learn about STEM.

More essays that worked

We share essays from previously admitted students—along with feedback from our admissions committee—so you can understand what made them effective and how to start crafting your own.

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