How do we teach internal motivation?

Encouraging intrinsic motivation in students is a challenge, but it's possible. Kids have to convince themselves that they really want to do a particular activity.Rethink Reward. Science has proven that for simple, mechanistic tasks, reward incentivizes students to perform well, but for tasks that require thinking outside the box, reward leads to poor performance. Atlassian Autonomy. The Australian software company Atlassian holds “FedEx Days” where engineers are expected to work on anything they want for 24 hours, then report back to the group. Many of their most lucrative ideas are born in these “overnight deliveries” of creativity. Try something like this with your students. Make Mastery Cool. As Ashton Kutcher revealed to us all in a recent Teen Choice Awards speech, “The sexiest thing in the world is being smart.” A Higher Purpose. Students who feel that they are working towards the greater good, or something larger than themselves, may have an easier time staying motivated. Make students feel like education is a choice, not a requirement. You know the bunch of non-engaged students. As simple as it sounds, remind them that they are making the right choice by showing up and working hard. Don’t use fear of punishment as a motivator. Despite what you read in The Prince, fear is not always the best motivator, especially for learners. The fear of failing a subject certainly has its place but should not be used as a substitute for intrinsic motivation. For learning management, expect self-direction, not compliance. It happens – classes get out of hand. Even online ones. But motivating students to follow the rules by threatening or goading won’t help your students in the long run. Help them become more self-directed, so that they end up complying as a result of their own genuine efforts. Visualize and Conquer. Have your students visualize a moment in their lives when they felt very proud of themselves for an accomplishment. Then let them loose on a task. Make every student feel capable. This may be a simple point, but it’s surely one of the most important. Some students feel incapable of completing a task before they even try it. The power of “You can do it” has perhaps been diluted over the years. Try “You’re capable,” which speaks not only to the task at hand but to the student’s sense of self-worth. Cooperation and Competition: Intrinsic motivation can be increased in situations where students gain satisfaction from helping their peers and also in cases where they are able to compare their own performance favorably to that of others. Help students trust themselves to succeed. When students trust themselves to succeed at a task, they are more likely to challenge themselves in other situations. Be sure to recognize student achievement in terms of personal worth and not just success on a particular assignment; this will encourage the student to carry that confidence into other learning situations. Make the attainment of goals probable but uncertain. Everyone is motivated to complete easy, reward-based tasks. It’s the more difficult ones, often accompanied by delayed gratification, that make us want to give up before we begin. On a day to day basis, aim for goals that are achievable but require just enough work to keep students engaged. It’s a fine line between interest and disengagement, but it’s this tension that keeps us all motivated. Give accurate and authentic performance feedback. A large part of continued motivation is feedback, but be careful not to make it personal. They should change their behavior, not their self-worth, as a result of constructive criticism.  

True. r u cheating on a test. bro not cool.