Fostering Motivation to Create Engaged Learners
In school communities like Crescent, we continually reflect on ways to engage our students, whether in the classroom, during study periods, in Mentor Group, or on the sports field.
A question that frequently guides this reflection is a deceptively simple one: Are we motivating our students?
Often, we rely on extrinsic motivators, behaviours driven by external pressures, rewards, or consequences. While these can work in the short term, they rarely sustain lasting motivation. Students may comply but often feel unfulfilled. In contrast, intrinsic motivation—where students engage in learning because of genuine interest, enjoyment, or a sense of accomplishment—leads to deeper, more meaningful outcomes2, 3.
A useful framework for fostering intrinsic motivation is Self-Determination Theory (SDT), developed by Edward Deci and Richard Ryan. As a graduate student, I became particularly interested in the topic of motivation, supported by my supervisor, John G. Freeman at Queen’s University, who believed this was the foundation of student engagement. Freeman’s own research highlighted how academic motivation strongly predicts achievement and self-concept, particularly among adolescents navigating diverse learning environments1. Taken together, this body of research reinforces that when students feel motivated for the right reasons, their engagement deepens and learning outcomes improve.
SDT suggests that when an environment nurtures three key needs, autonomy, competence, and relatedness, students are more likely to become intrinsically motivated4.
- Autonomy: Students feel they have choice and ownership in their learning.
- Competence: Students believe they can master tasks and experience success.
- Relatedness: Students feel connected to peers and teachers, experiencing a sense of belonging.
For educators, reflecting on how our teaching practices support these three needs can shift the way students engage with learning. For example:
- Providing students with authentic choices (autonomy).
- Designing tasks that allow for growth and achievement (competence).
- Building classroom communities that value relationships (relatedness).
In my teaching practice, I have observed the benefits of applying this theory across various contexts. In my Physical and Health Education classroom, where learning is visible and social pressure can be high, offering students choice in activity stations, selecting age-appropriate “hook units,” and ensuring opportunities for success have led to greater engagement, even from students who might normally withdraw. Similarly, in a Grade 4 reading study, students who chose their own book selections asked more questions during discussion periods and demonstrated higher levels of enthusiasm and ownership. Finally, the use of “passion projects” naturally brings all three elements together: students pursue their own interests (autonomy), develop expertise (competence), and often share their work with peers (relatedness).
As this school year unfolds, I encourage you to reflect on how you are motivating your students. Where possible, look for opportunities to move beyond extrinsic motivators and design experiences that cultivate autonomy, competence, and relatedness. Here are a few practical ways to begin:
- Offer meaningful choices: Let students select from a range of topics, tasks, or methods for demonstrating their learning.
- Design for success: Scaffold learning so that students regularly experience growth and mastery.
- Prioritize relationships: Use collaborative activities and intentional check-ins to strengthen the community.
- Connect to passions: Link learning outcomes to areas students already care about.
- Limit reward-based outcomes: Focus less on extrinsic rewards and more on tasks that build intrinsic interest and engagement.
In doing so, we not only foster intrinsic motivation but also nurture lifelong learners who find genuine joy in the process of learning5.
References
- Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the Greater Toronto Area secondary schools. Journal of Advanced Academics, 19(4), 700–712. https://doi.org/10.4219/jaa-2008-83
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. Springer.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
- Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
- Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
