The science of motivation – learning scientists

Lever 1: Perceived value

To better explain the motivation, I want you to consider something that you really hate you really have to do. I am going to use the conformity training as an example in all, but you can replace with any other activity that you only miss the motivation to accomplish. As a job, there are an organization, there are indials, semi-years of semi-years olds that adverses that you have so, you own training. My perception of the value of this training for me is close enough to zero. I did the training last year. I always remember the training. This is the same training. Take a good time. It’s really boring.

There are two types of perceived value: intrinsic and instrumental. The intrinsic value is the idea that activity is pleasant in and self. Maybe you are one of those who do the lucky people who enjoy exercising. Waking up first to exercise is well because you like to do. I am But for a lot of us, that only is not the case. But the exercise has the instrumental value. I can’t please, but I know that’s good for me. There is utility in this activity; I’ll help me in some way.

The training of the compliment? No intrinsic value here. And instrumental value? Rather low as well. I don’t see why I have to do when I have already done it. How can we improve this? For the intrinsic value, maybe we could review the videos to be a little more engaged. Maybe we could make a game to see which department could end before or every department that could get some type of small reward. Or maybe we will increase the instrumental value by saying, “We know that is hard, but we have to keep our conversation. If you want to have a job, you will need this.” Ok, ok, good. I see the point right now …

What do you look like this in the classroom? For some of us this is easier than others. If you are one of the lucky people who read this who teaches personal finance, you are all set. The instrumental value is high. But for those of you as me that teachs statistics (or the checker you pay attention to memes), we have a little work to do. My recommendation is to focus more on the instrumental than intrinsic motivation here. Make it clear to students that is purpose of their learning. How will this after your life use? Which foundation is this place for them? For what to do they need to take your class? This doesn’t want to say you shouldn’t try to do the pleasant class but not to the expense of the content itself. If I really wanted stats to be fun, we can’t make a lot of stats in class. Instead, I have to tell me the statistics of the statistics, use the appropriate shelf for that it is not too much pain, and use daily examples so they have something to connect. There are benefit to these things, as long as they are not seductive details.

Lever 2: Autonomy

No one likes to be told what to do. Autonomy is full of providing chosen. This is not necessarily chosen in “if or not” Johnny will engage in class, but feeling that I am not obliged to fill in this exact way. Autonomy is also perception. Sometimes we have more autonomy than we realize.