Charlene Williams, PharmD, BCACP, CDE
A commonly requested topic in experiential education is “learner motivation.” Understanding the psychological origins of motivation may lead to strategies to promote it. Motivation is on a continuum and is not a permanent state or characteristic; therefore, an individual’s motivation may vary based on the individual task or over time.1
Basic Motivation Types1-5:
Intrinsic motivation is fostered in conditions that support the psychological needs of competence (self-efficacy), autonomy (self-organizing experience and behavior and aligning activity with one’s sense of self), and relatedness (sense of belonging in the social environment) according to Self-Determination Theory.2,4 Since not all learning activities are enjoyable or interesting to promote intrinsic motivation, it is important to consider that autonomy, competence, and relatedness also promote the internal processes that transform extrinsically motivated behavior as emanating from self instead of externally and enhance personal commitment.4 An example of this is learning a patient interviewing skill because of the value it brings to patient care. Table 1 describes some teaching behaviors that promote competence, autonomy, and relatedness.1,6
Teaching Behaviors that Promote Movement Along the Motivation Continuum
(adapted from Cate et al1 and Kusurkar et al6)
Teaching Behavior | Description |
Deliver feedback that promotes competence, autonomy, and relatedness1 | Feedback is given in the spirit to improve competence1 |
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Determine what learners need and want6 |
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Actively involve learners in the learning process6 |
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Encourage learners to accept responsibility for learning6 |
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Provide guidance and structure6 |
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Provide challenges that slightly push learners out of their comfort zones6 |
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Provide emotional support6 |
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Acknowledge negative attitudes or disinterest6 |
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Share the value of activities6 |
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References
- Cate TT, Kusurkar RR, Williams GF. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMME Guide No. 59. Med Teach 2011; 33: 961–973.
- Ryan RM and Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol 2000; 25;54-67).
- Deci EL Ryan RR. The “what” and “why” of goal pursuits: human needs and self-determination of behavior. Psychological Inquiry 2000;11(4):227-268.
- Ryan RM, Deci EL. Self-determination theory and facilitation of intrinsic motivation, social development and well-being. Am Psychol 2000;55(1):68-78.
- Kusurkar RA, Ten Cate O, van Asperen MA, Croiset G. Motivation as a dependent and independent variable in medical education: a review of the literature. Med Teach 33(5):242-262.
- Kusurkar RA, Croiset G, Cate TT. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach 2011; 33:978–982.