Motivations are frequently classified as either intrinsic or extrinsic, based on the person’s reasons or goals for performing the behaviour.

When intrinsically motivated, a person is driven to perform a behaviour because they find it personally rewarding, fun or challenging. The primary motivator is internal, with the behaviour being performed for the person's satisfaction, rather than because of external pressures or rewards. For instance, a student may be intrinsically motivated to study because they are personally interested in the subject or discipline.

When extrinsically motivated, a person is driven to perform a behaviour because they want to receive a reward or avoid punishment. The primary motivator is external, with the behaviour being performed because the person expects to receive something from doing it or avoid something for not doing it, rather than because they find it enjoyable or satisfying. For example, a student may be extrinsically motivated to study because they want to receive a high grade or avoid failing.

Motivating students is a major challenge for educators. Understanding what motivates your students and how this influences their behaviour, approach to tasks or setting of goals can help you design and deliver your teaching. In addition, integrating teaching strategies and activities to foster students’ intrinsic and extrinsic motivations may increase their engagement within your course.

Setting intrinsic motivations arise from internal factors, so it may seem counterintuitive to suggest that we as educators can intrinsically enhance students’ motivations. However, while we cannot change who a student is or what drives them, we can create a learning environment that encourages students to develop and identify their motivations.

Here are a few ideas to get you started.

Build a rapport with your students, learn their names (zoom helps with this), interests, goals, and how they learn best. Where possible, use these motivating factors to inform your approach to teaching. Regularly check in with your students and be ready to adapt your teaching to keep your students motivated and engaged.

Give students choice and agency over their learning. For instance, you might give students the option to complete a learning activity individually or as part of a group, or give students three assessment topics to choose between. Giving students a choice has shown to impact their motivation and academic achievement positively. It can also foster independence which can lead to deep approaches to learning.

Provide feedback that helps students to develop and progress forward. When providing feedback, it can be easy to focus on what students have done poorly. Providing this feedback is important. However, it is equally important to tell students what they did well and why. When writing positive feedback, ensure you are specific. If you say “great work” tell the student why it was great. For instance, “This was a well-constructed introduction, your opening sentence clearly set the scene [...]”.

Build into your teaching practice opportunities for your students to set goals. For example, you might consider asking students to identify three goals they have at the outset of the course and the steps they will take to achieve them. Then have a few self-reflection points throughout the semester for students to check their progress and identify any required changes to their behaviour or approaches to achieve their goals. Setting goals improves students motivation and achievement. Making this process explicit within your teaching supports students' development of this important skill.

Take time in class to discuss the purpose of what you are doing, both concerning your course and its broader discipline. This exercise could be identifying how class activities relate to the learning objectives in your course, and the assessment students have to complete. You can discuss how the activities and assessment fit your students' study programs and highlight the relationship between your course’s activities and their future careers. Remember that as well as talking, the excitement and enthusiasm you show in your teaching demonstrate the value you see in what you are doing.