Summary of (some) of the research on Motivation, Relevance and Self-Regulation

We put together a few quick notes about what the research says about motivation, relevance and self-regulation. Take a look and see if they spark anything you might want to try this week before our meeting on Thursday, January 21! 


Motivation: 

There’s a difference between “extrinsic” motivation (getting benefit/encouragement from outside yourself - treats, praise, rewards, etc) and “intrinsic” motivation (feeling a sense of satisfaction/benefit from inside yourself). 


It is generally better to cultivate a sense of intrinsic motivation - it tends to lead to greater life success. 


Feeling a sense of success tends to sustain motivation and persistence. For example, reminding young people about a success or a positive memory just before they start working tends to help sustain motivation. 


https://files.eric.ed.gov/fulltext/EJ1081372.pdf 



Relevance: 

Connecting to things a student is interested in tends to increase motivation and improve memory and learning. 


Learners also benefit from making clear connections to things they already know. 


Increasing the sense of “drama” and excitement can lead to better learning. 


https://www.edutopia.org/neuroscience-brain-based-learning-relevance-improves-engagement 



Self-Regulation: 

Self-regulation means that students “can generate internal feedback, monitor their engagement, and assess their progress” 


Supporting self-regulation requires sharing clear descriptions of what ideal learning looks like, allowing time for students to reflect on their performance and giving supportive feedback. 


https://serc.carleton.edu/sage2yc/self_regulated/encouraging.html

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