Motivation and relationships
Self-determination theory (SDT) describes how motivation is shaped by our surroundings, especially by relationships with other people. In a synthesis of studies, Edward Deci and Richard Ryan show that motivation is not simply something that exists within the individual, but is formed in interaction with others – for example teachers and classmates. How students are treated in the classroom therefore has great significance for their motivation, engagement and wellbeing.
Three basic needs
According to the theory and the studies based on it, all students need three basic needs to be met in order for motivation to develop and be maintained.
Self-determination (autonomy)
Students need to feel that they have influence and some control over their learning. This does not mean that students get to do whatever they want, but that they understand the purpose of the teaching and experience it as meaningful.
In the classroom, this might mean that students get to choose between different tasks, set their own goals, or that the teacher clearly explains why a particular piece of content matters, for example: "We're working on English so that you can use it when you travel or play games."
A sense of being able to manage tasks (competence)
To feel motivated, students need to experience that they can succeed. Tasks therefore need to be suitably challenging and combined with support and clear feedback.
This might mean that tasks are broken down into smaller steps, that the teacher gives concrete feedback, or that students notice they are developing over time. When a student succeeds at something, their willingness to keep making an effort increases.
Belonging (relationships)
Students need to feel safe, accepted and seen. The relationship with both teachers and classmates is decisive for motivation.
Examples of this are teachers who show that they care, classmates who support one another, and a classroom climate where it is okay to make mistakes. When students feel a sense of belonging, they dare to take up more space and try new things.
Studies show that when students feel they have influence, experience that they can manage tasks, and feel safe in the group, motivation, engagement and perseverance increase. If, on the other hand, one of these needs is missing – for example if students lack choices, experience the tasks as too difficult, or find themselves in an unsafe environment – motivation decreases.
Summary
Motivation develops in a learning environment where students experience "I want to" (autonomy), "I can" (competence), "I belong here" (belonging).
Studies based on self-determination theory underpin the approaches and strategies for both teachers and students that are used in Pomelo
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