Motivating the unmotivated: an exploratory study on motivating students to learn

This study explored the motivational profiles of 90 secondary three students in Singapore and tested the effects of Self-Determination Theory-informed autonomy-supportive instructions on students’ learning outcomes. Cluster analysis revealed three clusters of students labelled “Controlled” (n = 21), “Low motivation” (n = 51) and “High motivation” (n = 18) students. Repeated-measures MANOVA performed on self-efficacy, intrinsic task value, use of cognitive strategies, self-regulation, enjoyment and effort, showed that the “Low motivation” cluster responded most positively to the intervention programme. The findings suggest that by adopting the instructional behaviours of “providing meaningful rationale”, “acknowledging students’ perspectives” and “conveying choice rather than control”, teachers may be able to reach out to and connect with students with low motivation and to nurture more positive learning outcomes.