You may have heard me talk about motivation before. I have conducted research in the area of motivation throughout my entire academic career, especially focusing on the ways in which motivation principles affect student learning. Almost everyone I talk to agrees that motivation is essential to learning. But can it be measured? It turns out that it can! There exist validated measures of motivation, based in theory, and which assess the quality of the reasons students give for attending class or going to school, as well as the extent to which their basic psychological needs are met by a learning environment.
Now, if you are thinking: “This is really “touchy-feely”, it would not apply in my discipline”, I would invite you to think again! Basic psychological needs are powerful motivators in any learning environment, whether online or traditional. In fact, in an article published in the September issue of Online Classroom, Brian Harper and William Beasley, discuss basic psychological needs as key components of constructive feedback. Harper and Beasley write, “with respect to the content, it is imperative that all communications between teacher-as-editor and student reflect relatedness, competence, and autonomy” (p. 1)
http://www.magnapubs.com/issues/magnapubs_oc/9_9/news/602774-1.html
Autonomy, competence, and relatedness are the three basic psychological needs proposed by Deci and Ryan, authors of Self-Determination Theory (www.psych.rochester.edu/SDT).
Autonomy signifies choice not independence. It is about conveying the message that an individual, in this case the student, is able to bring about changes through their own work. It is related to ownership. Competence is about the development of skills, the mastery of the material and concepts, and knowledge acquisition. Relatedness signifies connectedness with other students and with the instructor as well as with the material. It communicates to students that the instructor knows them and is concerned for them as individuals.
No matter what the learning environment is, it is possible to assess the extent to which this environment is supportive and experienced by students as satisfying their need for autonomy, competence, and relatedness. To the extent that as instructors we can create a learning environment that will facilitate these needs, we will see increases in student motivation and consequently improvement in learning outcomes.
Previous research, including my own, support these conclusions. Preliminary research by Harper and Beasley in a technology-mediated environment also supports these conclusions. On October 21st, 2008, from 12:00 to 1:30, in Glass Hall 230, the FCTL will be presenting an audio online seminar on Providing Feedback in a Technology-Mediated Environment.
Looking forward to seeing you there!
hows does satisfying psychological need leads to productivity
Inspiration is the greatest form of motivation especially for students. Where does it come from – great teachers, great orators, great authors. People motivate people. People satisfy the needs of others by talking about, with great passion and emotion, their or others’ achievements. Add some pain or pleasure, fear or desire and you have leverage.