The drive that comes from within

Most people are aware that extrinsic motivation can be activated through praise, rewards and competitions, for example. In contrast, intrinsic motivation seems to be something mysterious and intangible that primarily stems from the personality of children and young people.

They are obviously more or less interested in a subject or a hobby - regardless of the teacher or parents. However, this view is only partly true. Whether intrinsic motivation arises depends largely on external conditions that we as adults can influence.

If an activity triggers a lot of positive feelings in us, we almost automatically develop an interest in it.

The American psychologists Richard Ryan and Edward Deci assume that the more an activity satisfies three important basic needs, the more intrinsically motivated we are: Competence, social involvement and autonomy.

1. competence

When we feel competent and up to our tasks, this is associated with many pleasant feelings: We are happy about our successes and progress, feel calm and confident, actively challenge ourselves, experience flow in the process and almost automatically develop an interest in the activity that enables us to do so many positive things. We look back on what we have already achieved and learnt and know «I can do something» or look confidently ahead with the expectation that we can continue to improve and overcome ever greater hurdles.

As parents and teachers, we can take time more often to practise this looking back and looking forward. Many children and young people don't even realise how much they can already do, how far they have already come. Perhaps we make a list of everything our child has already learnt in their life? Or we talk about the obstacles they have overcome so far? What used to be difficult and now comes easily to them?

How much better could essays, drawings or lectures be if only the second or third attempt counted?

Perhaps we watch an old video recording of the child riding their bike or inline skates a year ago and marvel with them at how much better they are at it today. We might also give the child feedback and show them what they can do to improve by giving them concrete feedback. Just like in the short film «Austin's Butterfly», which you can find on YouTube and which impressively shows what is possible when we engage in constructive criticism.

Austin's Butterfly

In the film, teacher Ron Berger tells a group of children that six-year-old Austin is given the task at school of drawing a butterfly in as much detail as possible like a scientist. The result? A typical child's drawing, as we would expect from a six-year-old.

Instead of a grade or assessment from the teacher, however, Austin receives very specific tips from his classmates on what he could improve: «The wing is straight up here - more like a triangle.» Austin takes a closer look at the butterfly and starts again.

The second attempt amazes us as viewers - the butterfly now looks more like it was drawn by a twelve-year-old. His classmates also notice the improvements - as well as some additional details that he could pay attention to. Austin is ready to try again - and again. His sixth and final attempt looks as if an exceptionally talented adult has been at work.

More autonomy, for example with homework, promotes motivation.

As parents and teachers, we have learnt that we should give children recognition and praise. But we can also give them the chance to experience first-hand that they can learn and make real progress.

To do this, we would have to give children and young people the opportunity to try something again much more often instead of evaluating or grading the first attempt. How much better could essays, drawings or presentations become if only the second or third attempt counted after pupils had the opportunity to improve through helpful feedback?

2. social integration

A class can be many things: a loose group of people; a place where you have to compete with each other, assert yourself, adapt or appear cool; a collection of cliques that make life difficult for each other or the teacher; or a team of young people who support each other and push each other forward.

The latter is so valuable for both children and teachers that it is worth consciously investing in this development. The most important experience that children can have is that they form a community as a class in which they feel at home and which allows everyone to achieve more together than alone.

Cooperative forms of learning, in which children explain content to each other or ask each other questions, larger projects that can only succeed if the whole class works together, and guidance by the teacher that does not emphasise individual performance but focuses on mutual support are suitable for this.

3. autonomy

The third basic need that promotes intrinsic motivation according to Deci and Ryan is autonomy. It stands in apparent contradiction to social integration. But at its core, it is about the experience of being able to go our own way and make our own decisions in a group of people who trust us and whom we can count on.

Over the past few years, various teachers have repeatedly told us that they have been able to improve their pupils' motivation by giving them more autonomy - for example through a homework kiosk.

Instead of having all children do the same homework, the children can decide for themselves which homework they want to do and sometimes even whether and how much they want to do. They are advised by the teacher as to which assignments would benefit them the most and why.

For example, one child can decide to read for 15 minutes every day for a month, while another practises the multiplication tables at home with cards and a third practises capitalisation. Motivation is increased not only by the freedom of choice, but also by the experience that the homework chosen by the child is more meaningful and better tailored to the individual child.