Motivating The Unmotivated Learners
POSTED BY: Adline Nwachukwu. B.Ed Counselling Psychology, M.Ed Educational Psychology.
Cynthia sits at her desk steering at her notebook while the other learners are eagerly writing their creative composition. Time has almost run out and it is clear she will have nothing to hand in. You want to light a fire under her and get her motivated, but how?
There is a natural tendency for teachers or parents to react to disengaged, lackluster behavior with pressures and pushes. After all, such behavior is frustrating and unintentionally pushes one to taking certain negative measures. However, research has shown that more pressure in the form of rewards or punishments, directing, yelling, or threatening, actually undermines children’s own motivation to act. It is possible to get some very short-term compliance but in the long-term this behavior is likely to continue and possibly worsen.
So is there another approach to motivating the unmotivated?
First, it is important to think about what motivating someone means. Motivating is not the same as influencing. Influence may involve getting someone to do something through whatever means possible – for example using rewards or taking away consequences. However, motivating someone means tapping into their own goals or purposes – helping them to be more purposeful and intentional about what they are doing.
A motivational approach involves considering why the learner is not motivated. From a Self-Determination Theory perspective, people are less motivated when one (or more) of three needs is not being met.
Autonomy – People need to feel choiceful or behind their own actions. Is the learner feeling pressured or pushed?
Competence – People need to feel capable and effective at a task. Does the learner feel incapable of completing the task?
Relatedness – People need to feel they are valued members of a group. Is the learner feeling disconnected from others?
Approaching the situation
Try to find out what is preventing the learner from engaging in the material. Is she feeling like she has to do something she does not want to do? Does she feel it is too hard?
Try some strategies that address the unmet need:
Autonomy –
Give the learner some choices about how to do the assignment.
Provide some information about how the assignment might help the learner to reach her own goals (e.g., share some of his strengths with other learners).
Competence –
Consider breaking down the task into more manageable units (e.g., just work on the first 2 lines and don’t worry about the rest for now).
Provide a start that the student can build on.
Relatedness –
Ask another learner to brainstorm with the learner about what each wants to write about.
Chat with the learner for a while about what she likes and dislikes for a start.
Do Some Learners Need Pressure and Control?
The answer is NO. Studies show that unmotivated learners are even more negatively affected by pressure than more motivated ones. Less motivated learners may need more assistance in the form of guidelines and clear expectations but pushing and pressuring do not help in the long run.
Taking a motivational approach can be difficult, especially in a busy classroom. But, when possible, considering how to help learners satisfy their needs may help to develop more motivated learners and improve relationships in the classroom and home.
Passionate 