Motivation in teaching

In a nutshell

Students’ motivation is greatly influenced by your teaching environment, your communication style and how the course is integrated into the degree programme. Structure these factors in such a way as to encourage motivation and value independent learning. You cannot fully control motivation, as the responsibility ultimately lies with the students and some may still choose not to participate actively. However, it is important to avoid conditions that inhibit motivation. These include long monologues and confusing presentations that invite passive listening. Similarly, unclear assessment criteria and a lack of relationship building during face-to-face sessions can lead to students shying away from interaction and contributions to class.

Self-determination theory according to Deci and Ryan (1983)

The self-determination theory developed by Edward Deci and Richard Ryan (1983) offers practical approaches to creating a motivation-enhancing environment in class. According to Deci and Ryan, the simple distinction between ‘extrinsic’ and ‘intrinsic’ motivation is not sufficiently nuanced. Whilst intrinsic motivation is the strongest driver – whereby students find an activity or topic fulfilling or interesting of their own accord and therefore engage with it – even less appealing tasks can be tackled in a self-determined manner. The theory divides the field of extrinsic motivation into four levels, which describe a continuum ranging from ‘extrinsically motivated behaviour’ to ‘intrinsically motivated behaviour’. The following figure illustrates this.

Types of motivation according to Deci and Ryan (1983) — Diagram created by Antonia Wunderlich (ZLE) © Zentrum für Lehrentwicklung (ZLE)

Intrinsic motivation

The word ‘intrinsic’ is derived from Latin and roughly means ‘from within’. Intrinsically motivated behaviour refers to behaviour driven by incentives inherent in the activity itself. Such an activity brings joy and pleasure and is perceived as interesting. Intrinsic motivation also means self-determined action.

Extrinsic motivation

The word ‘extrinsic’ too is derived from Latin and roughly means ‘from outside’. In the case of extrinsic motivation, it is not the action itself that acts as a motivator, but something external to the action. This often takes the form of goal-oriented motivation, that is, behaviour that serves an external goal and benefit rather than being an end in itself. Extrinsic motivation also means behaviour that is determined by external factors.

Video on extrinsic motivation (German)

Video on self-determination theory (German)

Enable motivation by…

Motivation arises in situations where individuals are able to make their own decisions. For example, if your teaching methods allow for individual approaches, offer students freedom in shaping their own learning paths and schedules, or encourage them to explore topics independently, students are given numerous opportunities to make their own decisions. As a result, they not only learn in a self-directed way, but also learn from the consequences of their choices.

Motivation arises in an environment that strikes a balance between challenging and achievable tasks. Students are more likely to be motivated if they feel they can contribute their own perspectives and that their contributions to the course are impactful. Conversely, students who feel overwhelmed or who feel ignored or undervalued are less motivated. Efficient feedback is crucial for clearly communicating your expectations regarding learning outcomes, so that students can give a realistic self-assessment. Students often underestimate their abilities and give up too early, or they overestimate themselves and do not take tasks seriously enough – both of which hinder successful learning.

Motivated learning is more difficult when students feel socially isolated. You can take simple steps to ensure that participants in your course interact with one another, for example through ice-breaker sessions, small-group work or partner projects. Your own behaviour also plays an important role: address participants by name, encourage discussions where contributions build on one another, and create opportunities for students to support one another, such as through ‘expert puzzles’ or peer counselling sessions. Such measures foster a sense of community and support amongst students.

Students take cues from the behaviour of their lecturers to gain an insight into the work ethic and identity of their department. Show that the topics you teach are close to your heart, share the questions you are still pondering, and emphasise the importance of the course material for your own professional practice. In this way, you will demonstrate to your students how motivation and enthusiasm can be a source of inspiration.

From your perspective, it may be obvious why your topic is important to students, but this is often not immediately apparent to them. If you design your course to be competence-based, you will consistently link the course content to practical requirements outside the university. You should ask yourself: ‘What competences should students have acquired by the end of the course?’ This helps to communicate the learning outcomes clearly and comprehensibly, particularly with regard to examinations, and conveys to students the benefits of the course, which increases their motivation and engagement.

This table contains further examples of measures that promote or hinder motivation (German).

Any questions?

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Links & literature

This article is based on the factsheet ‘Motivation in Teaching’ by Antonia Wunderlich from the Zentrum für Lehrentwicklung (ZLE) at TH Köln. The factsheet is licensed under CC BY 4.0.
Deci. E. &Ryan, R.(1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. Zeitschrift für Pädagogik, 39, 223-238.
Hennecke, M. & Brandstätter, V. (2016). Intrinsische Motivation. In H.-W. Bierhoff & D. Frey (Hrsg.). Enzyklopädie der Psychologie. Themenbereich C: Theorie und Forschung. Serie 6: Sozialpsychologie. Bd. 2: Soziale Motive und soziale Einstellungen. (1. Aufl., S. 1-29).
Metzger C., Schulmeister, R. & Martens, T. (2012). Motivation und Lehrorganisation als Elemente von Lernkultur . Zeitschrift für Hochschulentwicklung, 7 (3).
Universität Bremen (o. J.). Beispiele – Motivationsförderliche und –hinderliche Maßnahmen.