Progress-focused

In the current education system, where grades often dominate, concerns about the mental health of students are growing. The emphasis on performance has led to an increase in stress and a competitive atmosphere that can undermine students' intrinsic motivation and well-being. Gradeless learning , an approach that focuses on the learning process rather than numerical assessments, may provide a solution to these problems.

Flipped learning (FL) is an innovative educational model that inverts the traditional classroom structure. In this model, students prepare at home with study materials, such as video lectures and reading materials, and then use classroom time for in-depth exploration of the topics. This method stimulates intrinsic motivation (IM) and independent learning, leading to a deeper and more meaningful learning process. Many in education are already somewhat familiar with FL and its benefits. Yet FL could be applied more.

This article is about the quality of motivation according to self-determination theory (SDT). I focus on the best quality of motivation: autonomous motivation and explain that it comes in two forms: intrinsic and internalized motivation. Then I explain that there are two wrong ways of thinking about intrinsic motivation. Finally, I come to the conclusion that the balance between intrinsic and internalized motivation can be seen as an important key to success in education and work.

If you had to point out one starting point in the development of self-determination theory , it should probably be Edward Deci's classic research into intrinsic motivation. He published that study in 1971, and it was the first major publication in a large series of publications that would follow from Ed Deci and Richard Ryan and an ever-expanding network of researchers . Here you can read a brief description of that study.

Students' functioning is influenced by their motivation. A new meta-analysis (k = 344, N = 223209) by Howard et al. (2020) maps the relationship between different types of motivation as distinguished within self-determination theory , and different aspects of student functioning. Below I discuss some of the highlights of this research.

A new paper by Di Domenico & Ryan (2017) describes how a neuroscience of intrinsic motivation is emerging. Intrinsic motivation is the total of our spontaneous tendencies to be curious and interested, to seek challenges, and practice to develop our skills and knowledge even in the absence of separate rewards. Research within the framework of self-determination theory has shown that intrinsic motivation is a motivation which is present throughout the life span and which is associated with various positive effects such as learning, performing, creativity, and well-being. But intrinsic motivation is dependent on the perception of one's own competence and autonomy. If these two basic needs are thwarted, we tend to be less intrinsically motivated.

The terms intrinsic and extrinsic motivation are frequently used and are sometimes a source of confusion. Below, I try to share my understanding of these term as they are used in self-determination theory (SDT). First, I'll explain what the difference between intrinsic and extrinsic motivation is and  then what the terms intrinsic and extrinsic goals mean.

In this article I described research which shows that choosing mastery goals predicts intrinsic motivation. Based on that research I concluded that it is wise for parents and teachers to encourage students to choose mastery goals (vs. performance goals). A new study by Duchesne et al. (2016) suggests an effective way to do this. That way is: create the conditions in which the  basic psychological needs (of autonomy, competence, and relatedness) of students are satisfied.

Bieg et al. (2016) did a study to clarify the relation between mastery goals and intrinsic motivation. Let's first look at what these two concepts mean. Meaning and importance of mastery goals and intrinsic motivation Mastery goals are focused on developing competence. This is in contrast with performance goals which are focused on demonstrating one's competence in comparison with others. Why are mastery goals important? Because research has shown that they have many positive effects (in comparison with performance goals), such as choosing challenging goals, persistence, more interest, deeper learning, etc. Intrinsic motivation is the desire to do things which are inherently interesting, fun, exciting or otherwise satisfying. Intrinsic motivation is not only fun. It is also important because it is associated with positive emotions, interest, and deep learning.

An important distinction in psychology is the distinction between mastery goals and performance goals. Mastery goals are goals which focus on learning new knowledge and skills. Performance goals are about achieving and competing for outcomes. This distinction is important for education. Should you focus on teaching students to set mastery goals or is it wiser to teach them to set performance goals? What works better?

Parents, teachers, and managers play an important role for respectively children, students, and employees. They not only have a facilitating, helping role but also a directing role. They pay attention, show understanding, they help and facilitate, they give a good example and they clarify expectations and set limits. When they fulfill their role effectively, the individuals they work with will be likely to function and develop well en feel good. These individuals are likely to engage in what they find interesting and important and to behave in well-adjusted ways and offer useful contributions.