In this post, I integrate key ideas from Chapter 6, “Motivation to Learn,” in How People Learn II: Learners, Contexts, and Cultures. The National Academies of Sciences, Engineering, and Medicine (NASEM, 2018) describes motivation as a changing, context-dependent process influenced by students’ beliefs about competence, the value they assign to learning, their goal orientations, and the degree of belonging and agency they experience in school. The chapter emphasizes that students are more likely to sustain effort when learning feels meaningful, success feels attainable, and classroom structures encourage growth, reflection, and productive struggle rather than simple performance comparisons (NASEM, 2018). These findings align with the design of creative learning environments that build relevance, offer meaningful choice, and support learners through feedback that strengthens autonomy and confidence. They also connect to the ISTE Empowered Learner standard 1.1.a: “Set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes” (International Society for Technology in Education [ISTE], 2024).
Below is an infographic with key takeaways from the chapter.
Your infographic is very informative. Reading about different aspects of motivation for students is very interesting. I particularly like the piece about the feeling a sense of belonging and how that affects student motivation to learn. If students feel that they belong, the definitely feel more motivated. I also think the goal portion is so important. Setting goals for students to reach gives them something to work toward. Then, when they find success in reaching those goals, it helps them feel that sense of accomplishment. I think mistakes can be a great way for students to learn. I always tell my students that we learn a great deal from our mistakes. Thanks for sharing.
ReplyDeleteSarah Goad