A teacher who wanted to use external rewards to enhance intrinsic motivation would

Inspiring Students
by Chelsea Yarbounstable and Heather FedescoPrint Version
Cite this guide: Yarbounstable, C. B., & Fedesco, H. N. (2020). Motivating students. sarkariresultonline.info College Center for Teaching. Retrieved from https://sarkariresultonline.info//sarkariresultonline.info/guides-sub-pages/motivating-students/.

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Fostering student incentive is a daunting however vital aspect of teaching that instructors must consider. Many type of might have actually led classes wright here students are involved, motivated, and also excited to learn, however have actually also led classes wright here students are distracted, disinterested, and reluctant to engage—and, more than likely, have led classes that are a mix. What components affect students’ motivation? How deserve to instructors promote students’ engagement and incentive to learn? While there are nuances that adjust from student to student, there are likewise models of impetus that serve as tools for thinking via and also boosting incentive in our classrooms. This overview will certainly look at 3 frameworks: the expectancy-value-cost design of catalyst, the ARCS version of instructional architecture, and self-determination concept. These 3 models highlight some of the significant factors that influence student motivation, regularly drawing from and demonstrating overlap among their frameworks. The aim of this guide is to explore some of the literary works on catalyst and offer practical options for expertise and enhancing student motivation.

Expectancy – Value – Cost Model

The objective of the original expectancy-worth model wregarding predict students’ achievement habits within an educational context. The design has actually given that been polished to encompass expense as one of the 3 major factors that influence student catalyst. Below is a summary of the 3 components, according to the model, that affect inspiration.

Expectancy describes a student’s expectation that they have the right to actually succeed in the assigned job. It energizes students bereason they feel empowered to satisfy the discovering objectives of the course.Value involves a student’s capacity to perceive the prestige of engaging in a certain job. This gives definition to the assignment or activity because students are clear on why the job or habits is practical.Cost points to the obstacles that impede a student’s ability to be successful on an assignment, activity and/or the course at large. As such, students could have success expectancies and perceive high task worth, but, they might additionally be conscious of obstacles to their engagement or a potential negative impact causing performance of the job, which could decrease their impetus.

Three essential concerns to consider from the student perspective:

1. Expectancy – Can I do the task?

2. Value – Do I want to do the task?

• Intrinsic or interemainder value: the inherent enjoyment that an individual experiences from engaging in the task for its own sake.

• Utility value: the usefulness of the task in helping attain various other short term or long-term purposes.

• Attainment value: the job affirms a valued facet of an individual’s identification and meets a need that is vital to the individual.

3. Cost – Am I complimentary of barriers that proccasion me from investing my time, energy, and resources right into the activity?

It’s necessary to note that span, worth and price are not shaped only when a student enters your classroom. These have been shaped over time by both individual and also contextual factors. Each of your students comes in with an initial response, however there are strategies for encouraging student success, clarifying topic interpretation and also finding ways to alleviate prices that will boost your students’ motivation. Everyone may not finish up at the very same level of catalyst, however if you can increase each student’s inspiration, it will certainly help the all at once setting and performance of the course that you are teaching.

Strategies to Enhance Expectancy, Value, and also Cost

Hullemale et. al (2016) summarize research-based resources that positively affect students’ expectancy beliefs, perceptions of job value, and also perceptions of cost, which might suggest to useful tactics that instructors deserve to employ.

Research-based sources of expectancy-associated beliefs
Expectancy sourceDefinition
Perceptions of ability/skillWhen students perceive they have a high level of ability and/or ability at an activity, they are even more likely to endure high expectations (Bandura, 1997; Wigfield & Eccles, 2002).
Effort attributionsWhen students think that their effort will certainly result in discovering, they are even more likely to endure high expectations (Dweck & Leggett, 1988; Dweck, 1999; Weiner, 1972).
Success experiencesWhen students are successful at an activity, or watch others have actually success, they are more most likely to suffer high expectancy (Bandura, 1997; Eccles et al., 1983).
Support and also scaffoldingWhen students are as necessary supported in completing an task (e.g., with encouragement and also having actually the resources crucial to finish the task), they are more likely to endure high span (Bandura, 1997).
Clear expectationsWhen students understand what is supposed of them on an task, and have clearly characterized objectives, they are even more most likely to experience high expectations (Pajares, 1996).
Suitable challengeWhen the challenge of the job or task matches students’ ability levels, they are more likely to experience high expectations (Eccles et al., 1983).
FeedbackWhen students receive feedearlier that effort matters and also skills are amenable to change and also are job concentrated (quite than capability focused), they are more likely to endure high expectancy (Dweck & Leggett, 1988; Dweck, 1999).
Growth experiencesWhen students connect in learning activities that challenge them to thrive and also learn, and also endure development in their abilities and performance enhancements, they are even more most likely to suffer both high expectations and worth (Dweck & Leggett, 1988; Dweck, 1999; Hong et al., 1999).
Perceptions of others’ expectationsParents’ and teachers’ expectancies and mindsets shape children’/students’ expectancies; for circumstances, if teachers have high expectations for their students, these students consequently build high expectancies (Bandura, 1997; Dweck & Leggett, 1988; Dweck, 1999; Eccles et al., 1983).
Perceived job difficultyWhen students perceive a subject or job as being not challenging, they develop better estimates of their own abilities for the subject or task (Bandura, 1997; Pajares, 1996; Wigfield & Eccles, 2002).
Stability attributionsWhen students attribute success to a steady aspect (ability), then they will certainly have higher expectations for future success; if they attribute it to an unstable element (good luck), they will certainly be unspecific around future success (Weiner, 2010).
Research-based sources of value
Value sourceDefinition
Intrinsic benefitsWhen students find the tasks and scholastic content enjoyable and exciting, they are more most likely to experience high worth (Renninger & Hidi, 2011).
RelevanceWhen students are able to connect what they are discovering to their personal stays and/or the actual human being, they are even more likely to experience high worth (Hulleguy & Harackiewicz, 2009).
Conmessage and also rationaleWhen students understand also that an task is meaningful and also has actually a function, they are more most likely to suffer high worth (Lepper & Henderlengthy, 2000).
Variety and also noveltyWhen students engage in activities that are differed and novel, they are even more likely to endure high value (e.g., catch and also host interest; Hidi & Renninger, 2006).
Enthusiastic modelsWhen students communicate via teachers and various other adults who are enthusiastic and also passionate about learning, they are even more most likely to experience high value (Patrick, Hisley, & Kempler, 2000).
Growth experiencesWhen students interact in finding out tasks that obstacle them to grow and also learn, and also suffer growth in their abilities and performance renovations, they are even more most likely to endure both high span and also value (Dweck & Leggett, 1988; Dweck, 1999; Hong et al., 1999).
Choice and also controlWhen students feel a sense of regulate and also choice over their learning, they are even more most likely to experience high worth (Patall et al., 2010).
Confident relationships and also sense of belongingnessWhen students suffer coherent student-student and also student-teacher relationships, they are even more most likely to endure high worth (Furrer & Skinner, 2003; Walton & Cohen, 2007).
Extrinsic benefitsWhen students get external rewards and also incentives for learning (e.g., prizes, food), they are even more most likely to suffer high worth to complete an task however low value to develop quality occupational (Marinak & Gambrell, 2008).
Research-based resources of cost
Cost sourceDefinition
Effort and time essential for the activityWhen students feel that the workpack is unreasonable (e.g., 5 hours/night) and/or unimportant (e.g., busy work), they are more likely to suffer raised cost (Parsons et al., 1980; Perez et al., 2014).
Effort and also time essential for other competing activitiesWhen student have also many type of other requirements on their time or perform not understand exactly how to properly regulate their time, they are more likely to experience high expense (Barron & Hullemale, 2015; Flake et al., 2015).
Loss of valued alternativesWhen students feel like the finding out task is not worth their time compared to other points they might do (e.g., socializing), they are even more most likely to experience high cost (Conley, 2012; Perez et al., 2014).
Psychological and also physical reactions to the activityWhen students feel unsafe and also uncomfortable, either physically or psychologically (e.g., nervous, bored, tired), they are more likely to experience high price (Eccles et al., 1983; Ramirez & Beilock, 2011).


Barron K. E., & Hullemale, C. S. (2015). Expectancy-value-price design of inspiration. Internationwide Encyclopedia of Social and also Behavioral Sciences, 8, 503-509.Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and also interventions within an expectancy-worth framework. In A. A. Lipnevich et al. (Eds.), Psychosocial Skills and School Solution in the 21st Century. Switzerland: Springer International Publishing.

ARCS Model of Instructional Design

The ARCS model of instructional design was created to boost the motivational appeal of instructional materials. The ARCS model is grounded in an expectancy-value framework, which assumes that people are encouraged to engage in an activity if it’s regarded to be attached to the satisfactivity of individual needs and if there is a positive expectations for success. The function of this model was to fill a gap in the impetus literary works by providing a model that can more clearly permit instructors to identify techniques to assist enhance motivation levels within their students.

ARCS is an acronym that stands for four factors, according to the design, that affect student motivation: attention, relevance, confidence, and satisfactivity.

Attention describes gaining and sustaining student attention and also directing attention to the proper stimuli.Relevance requires making instruction applicable to existing and future career opportunities, mirroring that discovering in it of itself is enjoyable, and/or concentrating on process over product by satisfying students’ psychological requirements (e.g., need for success, require for affiliation).Confidence has helping students think that some level of success is possible if initiative is exerted.Satisfaction is attained by helping students feel excellent around their success and also permitting them to exert some level of control over the learning endure.

To use the ARCS instructional design design, these steps deserve to be followed:

DefineClassify the problemAnalyze audience motivationPrepare motivational missions (i.e., recognize which element in the ARCS design to tarobtain based on the defined trouble and also audience analysis).DesignGenerate potential motivational methods for each objectiveSelect techniques that a) don’t take up also much instructional time; b) don’t detract from instructional objectives; c) loss within time and money constraints; d) are acceptable to the audience; and also e) are compatible with the instructor’s personal style, preferences, and also mode of instruction.DevelopPrepare motivational elementsIntegrate materials through instructionEvaluateConduct a developmental try-outAssess motivational outcomes

Strategies to Enhance Attention, Relevance, Confidence, and also Satisfaction

Keller (1987) provides numerous suggestions for exactly how instructors deserve to positively impact students’ attention, regarded relevance, confidence, and satisfactivity.

Attention Strategies

Incongruity, Conflict

Introduce a truth that seems to contradict the learner’s past experience.Present an example that does not seem to exemplify a given idea.Introduce 2 equally plausible facts or values, only among which can be true.Play devil’s advocate.


Sexactly how visual depictions of any type of necessary object or collection of ideas or relationships.Give examples of eexceptionally instructionally essential principle or principle.Use content-connected anecdotes, instance researches, biographies, and so on.


In stand up delivery, differ the tone of your voice, and also usage body movement, pauses, and also props.Vary the format of instruction (indevelopment presentation, exercise, trial and error, etc.) according to the attention expectancy of the audience.Vary the tool of instruction (platcreate delivery, film, video, print, and so on.).Break up print products by usage of white area, visuals, tables, different typeencounters, and so on.Change the style of presentation (humorous-major, fast-slow, loud-soft, active-passive, and so on.).Shift between student-instructor interactivity and also student-student interactivity.


Wright here proper, usage plays on words in the time of redundant indevelopment presentation.Use humorous introductions.Use humorous analogies to define and also summarize.

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Use creative thinking approaches to have actually learners produce unexplained analogies and also associations to the content.Build in problem solving activities at continual interval.Give learners the chance to pick topics, tasks and assignments that appeal to their curiosity and also have to discover.


Use games, role plays, or simulations that need learner participation.Relevance Strategies


State explicitly just how the instruction builds on the learner’s existing skills.Use analogies familiar to the learner from past endure.Find out what the learners’ interests are and also relate them to the instruction.

Present out Worth

State clearly the existing intrinsic worth of discovering the content, as unique from its worth as a attach to future goals.

Future Usefulness

State explicitly how the instruction relates to future tasks of the learner.Ask learners to relate the instruction to their very own future goals (future wheel).

Need Matching

To improve accomplishment striving habits, administer avenues to achieve criteria of excellence under conditions of moderate hazard.To make instruction responsive to the power motive, carry out methods for duty, authority, and also interpersonal affect.To meet the require for affiliation, establish trust and administer methods for no-danger, cooperative interaction.


Bring in alumni of the course as enthusiastic guest lecturers.In a self-paced course, use those that end up initially as deputy tutors.Model enthusiasm for the topic taught.


Provide systematic alternate approaches for accomplishing a goal.Provide personal selections for organizing one’s occupational.Confidence Strategies

Learning Requirements

Incorpoprice clearly stated, appealing discovering goals into instructional materials.Provide self-testimonial devices which are based on clearly stated goals.Exordinary the criteria for testimonial of performance.


Organize materials on an increasing level of difficulty; that is, structure the finding out product to provide a “conquerable” difficulty.


Include statements about the likelihood of success through provided amounts of initiative and ability.Teach students how to construct a plan of occupational that will bring about goal success.Help students collection realistic objectives.


Attribute student success to initiative fairly than luck or ease of job as soon as appropriate (i.e., once you know it’s true!).Encourage student efforts to verbalize proper attributions for both successes and also failures.


Allow students opportunity to come to be significantly independent in learning and practicing a skill.Have students learn new abilities under low threat conditions, but practice performance of well-learned tasks under realistic conditions.Help students understand that the search of excellence does not mean that anypoint short of perfection is failure; learn to feel good about actual accomplishment.

Satisfactivity Strategies

Natural Consequences

Allow a student to usage a newly acquired skill in a realistic establishing as shortly as feasible.Verbally reinpressure a student’s intrinsic pride in accomplishing a daunting task.Allow a student who masters a job to help others that have not yet done so.

Unmeant Rewards

Reward inherently exciting task performance through unmeant, non-contingent rewards.Reward boring jobs via extrinsic, anticipated rewards.

Positive Outcomes

Give verbal praise for successful development or accomplishment.Give individual attention to students.Provide informative, beneficial feedback once it is immediately helpful.Provide motivating feedearlier (praise) immediately complying with task performance.

Negative Influences

Avoid the use of risks as a means of obtaining task performance.Avoid monitoring (as opposed to positive attention).Avoid outside performance evaluations whenever it is feasible to aid the student evaluate his or her own occupational.


Provide constant reinforcements when a student is finding out a brand-new task.Provide intermittent reinforcement as a student becomes even more proficient at a job.Vary the schedule of reinforcements in regards to both interval and also amount.

Source: Keller, J. M. (1987). Development and also use of the ARCS version of instructional architecture. Journal of Instructional Development, 10, 2-10.

Self-Determicountry Theory

Self-determination theory (SDT) is a macro-concept of humale inspiration, emotion, and also development that is concerned via the social problems that facilitate or hinder human prospering. While applicable to many domain names, the theory has actually been generally offered to understand also what moves students to act and also persist in educational settings. SDT concentrates on the determinants that affect intrinsic and extrinsic incentive, which mainly requires the satisfaction of standard emotional demands.

Basic Psychological Needs

SDT posits that huguy catalyst is guided by the need to meet standard psychological needs for autonomy, competence, and also relatedness.

Autonomy describes having a choice in one’s own individual actions and also feeling that those actions stem from individual volition quite than from exterior push or regulate. In educational conmessages, students feel autonomous when they are provided alternatives, within a framework, about how to percreate or current their occupational.Competence refers to perceiving one’s own actions or actions as reliable and efficient. Students feel skilled as soon as they are able to track their progress in emerging abilities or an expertise of course material. This is regularly promoted as soon as students obtain clear feedago about their progression in the class.Relatedness refers to feeling a feeling of belonging, closeness, and support from others. In educational settings, relatedness is fostered once students feel linked, both intellectually and also emotionally, to their peers and instructors in the class. This have the right to often be achieved with interactions that permit members of the course to acquire to recognize each various other on a deeper, more personal level.

Continuum of Self-Determination

SDT additionally posits that motivation exists on a continuum. When an environment gives enough support for the satisfaction of the mental requirements of autonomy, competence and also relatedness, an individual might suffer self-established forms of motivation: intrinsic impetus, integration, and identification. Self-established catalyst occurs when tright here is an internal perceived locus of causality (i.e., internal determinants are the primary driving force for the behavior). Integration and identification are also grouped as autonomous extrinsic motivation as the habits is moved by internal and volitional alternative.

Intrinsic motivation, which is the a lot of self-determined form of catalyst, occurs as soon as people normally and spontaneously perform habits as a result of actual interest and also enjoyment.

Integrated regulation is as soon as individuals recognize the importance of a habits, integrate this habits right into their self-concept, and seek activities that align with this self-concept.

Identified regulation is where people identify and identify the worth of a actions, which then drives their action.

When an setting does not administer enough support for the satisfactivity of autonomy, competence, and relatedness, an individual might experience non-self-figured out develops of motivation: introjection and outside regulation. Introjection and also external regulation are grouped as regulated extrinsic impetus bereason world enact these actions as a result of outside or inner pressures.

Introjected regulation occurs once individuals are managed by internalized aftermath administered by the individual themselves, such as pride, shame, or guilt.

External regulation is once people’s habits are managed specifically by exterior determinants, such as rewards or punishments.

Finally, at the bottom of the continuum is aimpetus, which is lowest form of motivation.

Amotivation exists once there is a complete lack of intention to behave and tbelow is no sense of achievement or purpose when the habits is performed.

Below is a figure showing the continuum of self-determicountry taken from Lonsdale, Hodge, and also Rose (2009).


Although having fundamentally encouraged students would be the ultimate goal, it might not be a practical one within educational settings. That’s bereason tbelow are several tasks that are forced of students to satisfy specific finding out objectives that might not be naturally amazing or enjoyable. Instead, instructors can employ miscellaneous methods to fulfill students’ standard emotional demands, which should move their level of inspiration along the continuum, and also hopetotally bring about even more self-determined creates of impetus, thus yielding the greatest rewards in terms of student academic outcomes.

Below are suggestions for just how instructors deserve to positively influence students’ regarded autonomy, competence, and relatedness.

Strategies to Enhance Autonomy, Competence, and also Relatedness

Autonomy StrategiesHave students choose paper topicsHave students choose the medium with which they will present their workCo-develop rubrics with students (e.g., participation rubrics, assignment rubrics)Have students select the topics you will cover in a certain unitDrop the lowest assessment or two (e.g., quizzes, exams, homework)Have students identify wanted assignment deadlinesGather mid-semester feedearlier and make transforms based on student suggestionsProvide meaningful rationales for finding out activitiesAcknowledge students’ feelings about the discovering process or learning tasks throughout the courseCompetence StrategiesSet high yet achievable finding out objectivesCommunicate to students that you think they have the right to satisfy your high expectationsCommunicate clear expectations for each assignment (e.g., use rubrics)Include multiple low-stakes assessmentsGive students practice through feedago before assessmentsProvide lots of at an early stage feedago to studentsHave students provide peer feedbackScaffold assignmentsPrayer student effort and tough workProvide a safe atmosphere for students to fail and also then learn from their mistakesRelatedness StrategiesShare individual anecdotesGet to recognize students via small talk before/after course and in the time of breaksRequire students to involved office hours (individually or in tiny groups)Have students finish a survey wright here they share information about themselvesUse students’ names (perhaps with the help of name tents)Have students incorpoprice personal interests into their assignmentsShare a meal with students or carry food to classIncorpoprice team activities during class, and permit students to work-related with a variety of peersArrange formal research groupsConvey warmth, caring, and respect to students


Lonsdale, C., Hodge, K., & Rose, E. (2009). Athlete burnout in elite sport: A self-determicountry perspective. Journal of Sports Sciences, 27, 785-795.Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and also relatedness in the classroom: Applying self-determination concept to educational practice. Theory and Research in Education, 7, 133-144.Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic emotional needs in inspiration, breakthrough, and wellness. New York: Guilford.

More Strategies for Inspiring Students

Below are some extra research-based methods for motivating students to learn.

Become a duty model for student interest. Deliver your presentations via energy and enthusiasm. As a display of your inspiration, your passion motivates your students. Make the course individual, showing why you are interested in the product.Get to understand your students. You will be able to much better tailor your instruction to the students’ pertains to and also backgrounds, and also your individual interest in them will inspire their personal loyalty to you. Display a strong interest in students’ discovering and a faith in their abilities.Use examples openly. Many students desire to be presented why a principle or technique is helpful prior to they desire to study it better. Indevelop students about how your course prepares students for future opportunities.Use a range of student-energetic teaching activities. These tasks straight engage students in the product and offer them methods to achieve a level of mastery.Teach by exploration. Students uncover it satisfying to factor through a problem and find the underlying principle on their own.Cooperative discovering activities are particularly efficient as they likewise carry out positive social pressure.Set realistic performance goals and also aid students achieve them by encouraging them to set their own reasonable purposes. Design assignments that are as necessary difficult in see of the experience and aptitude of the class.Place appropriate focus on experimentation and also grading. Tests must be a means of showing what students have actually mastered, not what they have actually not. Avoid grading on the curve and also give everyone the chance to accomplish the highest typical and grades.Be free through praise and also constructive in criticism. Negative comments should pertain to specific performances, not the perprevious. Offer nonjudgpsychological feedearlier on students’ work, stress and anxiety avenues to improve, look for methods to stimulate advancement, and also prevent dividing students right into sheep and also goats.Give students as much manage over their own education and learning as possible. Let students choose paper and task topics that interest them. Assess them in a selection of ways (tests, files, tasks, presentations, etc.) to provide students more regulate over how they show their expertise to you. Give students choices for just how these assignments are weighted.


Bain, K. (2004). What the ideal college teachers carry out. Cambridge, MA: Harvard University Press.DeLong, M., & Winter, D. (2002). Learning to teach and teaching to learn mathematics: Resources for skilled development. Washington, D.C.: Mathematical Association of America.Nilboy, L. (2016). Teaching at its best: A research-based reresource for college instructors  (4th ed.). San Francisco, CA: Josey-Bass.

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