What can the student do to become more engaged?
A part of the key components of engagement involve the time and effort that students put into their studies and other activities that lead to the experiences and outcomes that make up student success (Kuh et al., 2010). A student must be motivated in order to learn and succeed.
Motivation: to move
The study of motivation is the study of action (Eccles & Wigfield, 2002).
The study of motivation is the study of action (Eccles & Wigfield, 2002).
Intrinsic motivation: the doing of an activity for its inherent satisfactions rather than for some distinct outcome (Ryan & Deci, 2000).
Intrinsic motivation involves a person doing what they want to do just because they want to, rather than because they need to, are told to, or are required to; therefore, this is considered the desired type of motivation in students and has been shown to be associated with deep learning, better performance and well-being (Deci & Ryan, 2000). Intrinsic motivation reflects the natural human tendency to learn and understand (Ryan & Deci, 2000).
Intrinsic motivation involves a person doing what they want to do just because they want to, rather than because they need to, are told to, or are required to; therefore, this is considered the desired type of motivation in students and has been shown to be associated with deep learning, better performance and well-being (Deci & Ryan, 2000). Intrinsic motivation reflects the natural human tendency to learn and understand (Ryan & Deci, 2000).
A student can improve their chances of success by working to become a self-determined and a self-regulated learner.
Self-determined learning
Self-determination theory (SDT) is a theory of motivation based on intrinsic motivation; it maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness (Deci & Ryan, 2000).
SDT says that the type, rather than amount, of motivation is the more important predictor of outcomes, and that the kind of motivation is determined by the degree of satisfaction of the basic needs.
SDT says that the type, rather than amount, of motivation is the more important predictor of outcomes, and that the kind of motivation is determined by the degree of satisfaction of the basic needs.
According to SDT, there are three primary psychological needs that, when satisfied, foster intrinsic motivation:
- Autonomy: occurs when students choose to become engaged in learning because the subject and activities are closely aligned with their interests and values.
- Competence: the need to test and challenge one's abilities.
- Relatedness: the need to establish close, secure relationships with others.
The “satisfaction of these basic needs, and being motivated independently, are associated with important positive outcomes, such as enhanced well-being, improved learning and greater persistence” (Baumeister & Vohs, 2007, p. 807).
Self-regulated learning
Self-regulation is the self-directed process by which learners transform their mental abilities into academic skills (Zimmerman, 2002).
Self-regulated learners are proactive in their efforts to learn because they are aware of their strengths and limitations and are guided by personally set goals and task-related strategies (Zimmerman, 2002). Because of their superior motivation and adaptive learning methods, self-regulated college students are not only more likely to succeed academically but to view their futures optimistically (Zimmerman, 2002).
Unfortunately, not all learners are self-regulated, expert learners.
Self-regulated learners are proactive in their efforts to learn because they are aware of their strengths and limitations and are guided by personally set goals and task-related strategies (Zimmerman, 2002). Because of their superior motivation and adaptive learning methods, self-regulated college students are not only more likely to succeed academically but to view their futures optimistically (Zimmerman, 2002).
Unfortunately, not all learners are self-regulated, expert learners.
How do we get all postsecondary students to become more like the expert learner?
It is believed that metacognitive skills are learned in much the same way that other skills are learned, through extensive practice followed by feedback (Ertmer & Newby, 1996). Students can be taught that it’s important to plan, make use of learning strategies, and that they control their own destiny; they can be given opportunities to use them in learning environments, and receive feedback on the results of their use.
It is believed that metacognitive skills are learned in much the same way that other skills are learned, through extensive practice followed by feedback (Ertmer & Newby, 1996). Students can be taught that it’s important to plan, make use of learning strategies, and that they control their own destiny; they can be given opportunities to use them in learning environments, and receive feedback on the results of their use.
References
Baumeister, R. F., & Vohs, K. D. (Eds.). (2007). Encyclopedia of social psychology. Thousand Oaks, CA: SAGE Publications, Inc.
Deci, E. L. & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Eccles, J. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Ertmer, P.A. & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24, 1-24.
Guiffrida, D. A., Lynch, M. F., Wall, A. F., & Abel, D. S. (2013). Do reasons for attending college affect academic outcomes? A test of a motivational model from a self-determination theory perspective. Journal of College Student Development, 54(2), 121-139.
Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., and Associates. (2010). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
Ryan, R. & Deci, E. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Deci, E. L. & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Eccles, J. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Ertmer, P.A. & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24, 1-24.
Guiffrida, D. A., Lynch, M. F., Wall, A. F., & Abel, D. S. (2013). Do reasons for attending college affect academic outcomes? A test of a motivational model from a self-determination theory perspective. Journal of College Student Development, 54(2), 121-139.
Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., and Associates. (2010). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
Ryan, R. & Deci, E. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.