The Motivation Toolkit
5 Evidence-Based Strategies to Motivate Learners
Elizabeth Upton
Mindset toolkit
Self-Determination Theory
Scaffolding
Build Relatedness and Belonging
Expectancy-Value Theory
Goal Orientation Theory
Self-Determination Theory
Support Student Autonomy
Theory: Self-Determination Theory states that students are more likely to be motivated when they feel increased control over their actions, as opposed to having faculty control all aspects of their education. Thus, promoting student autonomy increases motivation. Application: Providing choices is a primary way to support student autonomy. Research indicates that the positive effects of choice include increased interest, enhanced enjoyment, and greater persistence in performing tasks.Key Constraint: Patall et al. noted that while choice has a positive effect, there must be an existing level of competence with the options for it to successfully increase motivation.
Article
Video
Scaffolding
Step 1
Article
Theory: Scaffolding is providing temporary support to move students toward higher-level tasks. Students are most motivated when a task is slightly beyond their current ability level. If a task is too hard, they feel helpless; if it is too easy, they become bored. Application: Effective scaffolding involves breaking complex assignments into manageable steps and providing feedback at each stage. As the student gains competence, the instructor decreases the support, allowing the student to take over. Evidence: Rienties et al. applied this concept to an online learning platform, demonstrating that a structured scaffolding process significantly increases student motivation and academic achievement.
Step 2
Step 3
Step 4
Video
Build Relatedness and Belonging
Article
Theory: Student motivation can be shaped by interactions between situations and self. Relatedness is an important component of this process. It is defined as the feeling of connection and safety within the learning community. When the "situation" provides a sense of belonging, the "self" feels secure enough to initiate goal-directed action. Application: To apply this, faculty must consciously design situations to support connection. This involves creating a culture where errors are normalized rather than punished and where students feel known by the instructor. Faculty can include "value affirmation" exercises, checking in on student well-being, and ensuring the curriculum reflects the diverse identities of the students. Evidence: Urhahne and Wijnia developed a comprehensive framework integrating six major motivational theories. Their analysis confirms that relatedness is a universal prerequisite for motivation; without a supportive environment that satisfies this need, learning is often disrupted before it even begins.
Video
Expectancy-Value Theory
Value and Relevance
Theory: According to the Expectancy-Value Theory, a student's motivation is determined by two factors: Expectancy (how confident they are that they can succeed at the task) and Value (how much they want to do the task). If the student feels that the task is impossible or not useful then they have less motivation to complete it. Application: To increase Expectancy, faculty should provide clear criteria for success and opportunities for practice. To increase Value, faculty should highlight how the skills apply to their future career and how mastering this connects to their identity as a capable professional. Evidence: Wigfield and Eccles reviewed research to validate this model. Their analysis found that while a student's expectancy beliefs strongly predict their actual performance, their value beliefs are the strongest predictor of their future choices.
Article
Video
Goal Orientation Theory
Article
Theory: Goal Orientation Theory explains why students engage in a task. It differentiates between Mastery Goals (learning for the sake of understanding) and Performance Goals (learning to demonstrate ability). Application: To promote deep learning, faculty should cultivate an environment of providing importance on mastery goals in the classroom. This involves emphasizing individual progress rather than highest achievement. Practical applications include allowing a student to repeat assignments that they did not do well on (signaling that improvement is the goal), praising effort and strategy rather than intelligence, and keeping grades private to reduce competitive pressure. Evidence: Pintrich developed a framework connecting these goals to Self-Regulated Learning. His review confirms that students with a mastery goal orientation are significantly more likely to use self regulated learning strategies. These strategies include monitoring their own understanding, managing their time effectively, and persisting through difficult material.
Video
References
Web links
Bibliography
The role of competence in the effects of choice on motivation
- Kaplan, A., Maehr, M.L. The Contributions and Prospects of Goal Orientation Theory. Educ Psychol Rev 19, 141–184 (2007). https://doi-org.georgefox.idm.oclc.org/10.1007/s10648-006-9012-5
The role of scaffolding and motivation in CSCL
- National, A. O. S. E. A., Division, O. B. A. S. S., & Board, O. S. E. (2018). How people learn ii : Learners, contexts, and cultures. National Academies Press. Created from georgefox on 2026-02-05 16:56:07.
Theories of Motivation in Education: an Integrative Framework
Expectancy–Value Theory of Achievement Motivation
- Patall, E.A., Sylvester, B.J., and Han, C.W. (2014). The role of competence in the effects of choice on motivation. Journal of Experimental Social Psychology, 50(1), 27–44. doi:10.1016/j. jesp.2013.09.002.
The Contributions and Prospects of Goal Orientation Theory
- Rienties, B., Giesbers, B., Tempelaar, D., Lygo-Baker, S., Segers, M., & Gijselaers, W. (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3), 893–906. https://doi.org/10.1016/j.compedu.2012.04.010.
- Urhahne, D., Wijnia, L. Theories of Motivation in Education: an Integrative Framework. Educ Psychol Rev 35, 45 (2023). https://doi.org/10.1007/s10648-023-09767-9
- Wigfield, A., and Eccles, J.S. (2000). Expectancy-value theory of achievement and motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015.
You can add additional content that excites your audience's brain: videos, images, links, interactivity... Whatever you want!
With this feature...
You can add additional content that excites your audience's brain: videos, images, links, interactivity... Whatever you want!
The Motivation Toolkit
Elizabeth Upton
Created on February 4, 2026
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Newspaper Presentation
View
Audio tutorial
View
Pechakucha Presentation
View
Desktop Workspace
View
Decades Presentation
View
Psychology Presentation
View
Medical Dna Presentation
Explore all templates
Transcript
The Motivation Toolkit
5 Evidence-Based Strategies to Motivate Learners
Elizabeth Upton
Mindset toolkit
Self-Determination Theory
Scaffolding
Build Relatedness and Belonging
Expectancy-Value Theory
Goal Orientation Theory
Self-Determination Theory
Support Student Autonomy
Theory: Self-Determination Theory states that students are more likely to be motivated when they feel increased control over their actions, as opposed to having faculty control all aspects of their education. Thus, promoting student autonomy increases motivation. Application: Providing choices is a primary way to support student autonomy. Research indicates that the positive effects of choice include increased interest, enhanced enjoyment, and greater persistence in performing tasks.Key Constraint: Patall et al. noted that while choice has a positive effect, there must be an existing level of competence with the options for it to successfully increase motivation.
Article
Video
Scaffolding
Step 1
Article
Theory: Scaffolding is providing temporary support to move students toward higher-level tasks. Students are most motivated when a task is slightly beyond their current ability level. If a task is too hard, they feel helpless; if it is too easy, they become bored. Application: Effective scaffolding involves breaking complex assignments into manageable steps and providing feedback at each stage. As the student gains competence, the instructor decreases the support, allowing the student to take over. Evidence: Rienties et al. applied this concept to an online learning platform, demonstrating that a structured scaffolding process significantly increases student motivation and academic achievement.
Step 2
Step 3
Step 4
Video
Build Relatedness and Belonging
Article
Theory: Student motivation can be shaped by interactions between situations and self. Relatedness is an important component of this process. It is defined as the feeling of connection and safety within the learning community. When the "situation" provides a sense of belonging, the "self" feels secure enough to initiate goal-directed action. Application: To apply this, faculty must consciously design situations to support connection. This involves creating a culture where errors are normalized rather than punished and where students feel known by the instructor. Faculty can include "value affirmation" exercises, checking in on student well-being, and ensuring the curriculum reflects the diverse identities of the students. Evidence: Urhahne and Wijnia developed a comprehensive framework integrating six major motivational theories. Their analysis confirms that relatedness is a universal prerequisite for motivation; without a supportive environment that satisfies this need, learning is often disrupted before it even begins.
Video
Expectancy-Value Theory
Value and Relevance
Theory: According to the Expectancy-Value Theory, a student's motivation is determined by two factors: Expectancy (how confident they are that they can succeed at the task) and Value (how much they want to do the task). If the student feels that the task is impossible or not useful then they have less motivation to complete it. Application: To increase Expectancy, faculty should provide clear criteria for success and opportunities for practice. To increase Value, faculty should highlight how the skills apply to their future career and how mastering this connects to their identity as a capable professional. Evidence: Wigfield and Eccles reviewed research to validate this model. Their analysis found that while a student's expectancy beliefs strongly predict their actual performance, their value beliefs are the strongest predictor of their future choices.
Article
Video
Goal Orientation Theory
Article
Theory: Goal Orientation Theory explains why students engage in a task. It differentiates between Mastery Goals (learning for the sake of understanding) and Performance Goals (learning to demonstrate ability). Application: To promote deep learning, faculty should cultivate an environment of providing importance on mastery goals in the classroom. This involves emphasizing individual progress rather than highest achievement. Practical applications include allowing a student to repeat assignments that they did not do well on (signaling that improvement is the goal), praising effort and strategy rather than intelligence, and keeping grades private to reduce competitive pressure. Evidence: Pintrich developed a framework connecting these goals to Self-Regulated Learning. His review confirms that students with a mastery goal orientation are significantly more likely to use self regulated learning strategies. These strategies include monitoring their own understanding, managing their time effectively, and persisting through difficult material.
Video
References
Web links
Bibliography
The role of competence in the effects of choice on motivation
The role of scaffolding and motivation in CSCL
Theories of Motivation in Education: an Integrative Framework
Expectancy–Value Theory of Achievement Motivation
The Contributions and Prospects of Goal Orientation Theory
You can add additional content that excites your audience's brain: videos, images, links, interactivity... Whatever you want!
With this feature...
You can add additional content that excites your audience's brain: videos, images, links, interactivity... Whatever you want!