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Being able to work even when you don't feel like it

Motivation is decisive for students' learning, but it is not constant. Research within motivation psychology shows that motivation is affected by how students interpret tasks, their own abilities and the social situation. Two central theories – Expectancy-Value Theory and Self-Determination Theory – provide a scientific basis for understanding this.

Expectancy-Value Theory: Can I – and is it worth it?​

According to Expectancy-Value Theory, motivation is governed by two main factors:

  • Expectancy: Does the student believe they can manage the task?
  • Value: Is the task experienced as important, interesting or meaningful?

Motivation arises when students both:

  • believe they have a chance of succeeding
  • experience that the task has value

If either of these is missing, motivation decreases. For example:

  • A task that feels important but too difficult → often leads to worry or avoidance
  • A task that is easy but lacks meaning → leads to low effort

Self-Determination Theory: Inner drivers and psychological needs​

Self-Determination Theory emphasises that motivation is affected by three basic psychological needs:

  • Competence – feeling that you can manage things
  • Autonomy – feeling that you have choices and influence
  • Relatedness – feeling included and seen by others

When these needs are met, intrinsic motivation increases. When they are not, motivation risks becoming extrinsic (e.g. rewards or demands) or disappearing altogether.

The hot-air balloon – a metaphor for motivation​

The metaphor of the hot-air balloon can be understood in the light of these theories:

When motivation "rises", it is often because:

  • The student understands the task and feels competent (competence, expectancy)
  • The task feels meaningful or interesting (value)
  • The student experiences support and community (relatedness)
  • The student experiences some form of choice or control (autonomy)
  • There are external drivers (rewards), which can act as support – especially at the start

When motivation "sinks", one of these components is often missing:

  • low belief in one's own ability
  • an unclear or meaningless task
  • a lack of social support or attention
  • competition with other, more tempting activities

Working without the urge – self-regulation and motivation strategies​

An important insight from the research is that motivation does not have to come first. Students can learn to act despite low motivation, which in turn often increases motivation afterwards.

This is sometimes called self-regulation and includes strategies such as:

  • Lowering the threshold: starting with a small part of the task
  • Creating structure: planning time and work steps
  • Reframing the task: finding meaning or a connection to goals
  • Using external support: e.g. rewards, breaks or a social context

Research shows that action often precedes motivation – when students get started, both the sense of competence and the value of the task increase.

The urge is not a requirement – but motivation can be influenced​

It is a common misconception that students have to feel the urge in order to work. In reality:

  • motivation varies naturally
  • even motivated students sometimes lack the urge
  • learning often requires perseverance rather than an immediate drive

What matters instead is that students develop strategies for:

  • understanding why a task is important
  • getting started despite resistance
  • maintaining focus over time

Implications for teaching​

For teachers, this means that teaching can support motivation by:

  • clarifying goals and purpose (increasing value)
  • adapting the level of difficulty and giving feedback (strengthening competence)
  • offering choices (increasing autonomy)
  • creating a supportive classroom climate (relatedness)
  • teaching concrete strategies for getting started and keeping going