Academic Intrinsic Motivation

While reviewing literature it was clear that behavioral modification techniques to motivate participation with the use of a point or reward system as extrinsic motivators were much more prevalent than those which promote intrinsic motivation in students. Some of those techniques are mandated district wide in some larger school districts. Positive Behavioral Interventions and Supports (PBIS) for example, is practiced at the Milwaukee Public Schools.

I did find few studies regarding academic intrinsic motivation and found it was associated with or thought to be influenced by several factors: peers, culture and school climate. If it is true that classroom climate plays a role, then this is something that should be looked at more closely. Also as Educators, we should see to supplement efforts to promote actions which are absent in our students lives that would otherwise fuel intrinsic motivation. It is that important.

An example of inspiring intrinsic motivation is to use goal-oriented initiatives and heterogeneous collaboration with peers. (Song & Grabowski). Song (et al.) explain that students participate when they want to either ‘learn or perform’ (pg. 445). Students are designated as either learning-goal oriented or performance-goal oriented. Those who are learning-goal oriented are more likely to experience a sense of independence, practice courage and acquire mastery. These characteristics are all elements which promote intrinsic motivation. Students who are performance-goal oriented on the other hand may experience anxiety as they seek recognition. Performance-goal contexts diminishes intrinsic motivation. So imagine what we are doing to students when suggesting that they perform for a reward. Students who lack intrinsic motivation will flounder when problem solving or cease to try. And problem solving is a key component to critical thinking. In this study, Song (et al.) investigated further the orientations of context: as learner or performer, and asked how educators could best promote intrinsic motivation in a learning environment, specifically while solving problems.

Additionally, collaboration and peer grouping was explored. Rather than grouping according to high or low ability levels, Song advised grouping according to self-efficacy. “Students with high self-efficacy, who have more strongly self-regulated learning strategies, can experience deep information processing while explaining things to their peers, whereas low self-efficacy students can benefit from cross modeling by observing the learning attitudes expressed by their more efficient peers. “ (pg. 448).

This theory rings true when I think of a senior student, MB who was at risk of failing. She was bright, lacking self efficacy and what appeared to be performance- oriented. Hence, she produced little work in fear of failure. She worked well with 1:1 tutoring with me as her educator where I modeled learning strategies and deep information processing. I cross modeled high self efficacy. If she were in a group based on her presumed low ability rather than low self efficacy, she would have faltered on two accounts: not performing and not gaining more confidence through observation. Her abilities were high when paired appropriately. She graduated.

Song, Hae-Deok, & Grabowski, Barbara L. (2006). Stimulating Intrinsic Motivation for Problem Solving Using Goal-Oriented Contexts and Peer Group Composition. Educational Technology Research and Development, 54(5), 445-466.