1. Why Are My Students So Apathetic?
Self-Determination Theory

2. Self-Determination Theory
Focuses on the Development of Intrinsic Motivation
Intrinsic Motivation
Do things for internal reasons: enjoyment, interest, satisfaction, sense of accomplishment, etc.
Extrinsic Motivation
Do things for external reasons: money, praise, acceptance, avoidance of punishment, etc.

3. Self-Determination Theory
Some reasons why intrinsic motivation is valued:
It’s enjoyable and meaningful.
It’s related to meaningful learning. Those who are intrinsically motivated tend to:
Be proactive
Seek challenge.
Persist in the face of challenge
Use effective learning strategies
Focus on understanding
Be creative
Evaluate their own progress
Seek additional opportunities to learn.

4. Proper Use of Extrinsic Motivation
People can’t be intrinsically motivated all the time.
Extrinsic motivation is a component of almost all our motivation.
Intrinsic and extrinsic motivation can occur together, but under certain circumstances, extrinsic motivation can undermine intrinsic motivation.

5. Some Cautions about Rewards
Don’t give pre-determined, tangible rewards for tasks that are intrinsically motivating to begin with (or are potentially interesting).
Example: “I will give you candy if you draw two pictures.”
In one study, kids started drawing less on their own free time when they were rewarded for drawing.
Spontaneous rewards are OK (especially non-tangible rewards like praise).
Don’t give arbitrary rewards.
Sends a message that this activity isn’t worth doing for its own sake.
Example: Pizza for reading.
The kids read a lot for the pizza. But once the program ends, they often read less than they did before the pizza program.
Don’t overdo rewards. That is, don’t give huge rewards or rewards all the time (if you do, the rewards will become the focus).
Competition can undermine intrinsic motivation under certain conditions.
Particularly individual competition. It’s depressing for those who know they don’t have a good chance of winning.

6. Extrinsic => Intrinsic
See the Ryan & Deci (2000) article
Extrinsic => Intrinsic
For tasks that aren’t intrinsically motivating to begin with, help students move from external forms of regulation to more internal forms.
External regulation
Introjection
Integration
Identification
Intrinsic motivation

7. External Regulation = extrinsic motivation.
Example: I recycle because I get cash back for the bottles and cans I turn in.
Introjected Regulation
You’re motivated out of social pressure or guilt.
Example: I recycle so I won’t feel guilty about it.
Identified Regulation
You see the value of it.
Example: I recycle because I recognize how important it is.
Integrated Regulation
The activity is part of who I am; part of my identity.
Example: I’m a deeply committed environmentalist. Recycling is part of my identity.
Intrinsic Motivation
Example: I just think recycling is so much fun! (Yeah, right)

8. Fostering Intrinsic Motivation
What hobbies do you have and why do you choose to do these hobbies?
What common qualities do hobbies have?
What does this teach you about the characteristics of activities or situations that foster intrinsic motivation?

9. Fostering Intrinsic Motivation
Self-determination theory proposes that for students to be intrinsically motivated they need to be in a situation where they feel a:
Sense of Competence (self-efficacy/self-worth)
Sense of Autonomy (control/choice)
Sense of Belonging (relatedness)
Again, see the Ryan & Deci (2000) article

10. Things to Do How can you help students feel a sense of autonomy?
Give choice
Provide exploratory experiences.
Provided open-ended projects.
Give students ownership over their learning.
How can you help students feel competent?
Follow the advice Attribution Theory such as
Foster productive attribution patterns
Give positive and genuine praise
Provide challenging but doable tasks.
Focus attention on learning and away from self-worth or social comparison.
How can you help students obtain a sense of belonging.
Create a learning community.
Intervene with alienated students.

11. Things to do Create a learning goal environment (see goal theory).
Emphasize the value of the task and natural rewards.
E.g., value of being able to read; pleasure that comes from reading.
Relate the content to the individual’s experience.
Model your own valuing of the content.

12. Is Calvin’s Dad being too Idealistic
Is Calvin’s Dad being too Idealistic? Would rewards for grades be a good idea? What could he and Ms. Wormwood do to foster more internal forms of regulation (including intrinsic motivation)?

13. Profiles
For an example of a student extrinsic motivation and virtually no intrinsic motivation, see the profile of Safe Sally in the Stipek chapter. (also performance-oriented with little mastery orientation – see goal theory)
For an example of a student with intrinsic motivation outside of school but little intrinsic or extrinsic motivation in school (even lacking identified regulation), see the profile of Satisfied Santos in the Stipek chapter. (also mastery-oriented with little performance orientation – see goal theory)
For an example of a student with very little intrinsic or extrinsic motivation (including introjected and identified regulation), see the profile of Alienated Al in the Stipek chapter. (also lacking mastery and performance orientations)