Develop effective learning environments and approaches to student support and guidance
How students learn, both generally and within their subject/disciplinary area(s)
Promote participation in higher education and equality of opportunity for learners
Student motivation is what drives learners to start, stick with, and succeed in their studies. In university, students often juggle competing demands, so feeling that learning is worthwhile and in their control makes a big difference. Motivation can be internal (e.g., learning for curiosity) or external (e.g., learning for grades). Research shows that more self-directed, meaningful motivation leads to better learning, more enjoyment, and stronger mental health. Teaching in ways that build this kind of motivation can boost everything from participation to performance.
Autonomous motivation — including intrinsic motivation and identified regulation — is strongly linked to better outcomes across persistence, well-being, and academic performance ➕➕➕➕➕ (Howard et al., 2021). Introjected motivation (e.g., learning out of guilt or pressure) can help with performance but harms well-being ➕➕. External motivation (e.g., rewards or punishments) shows little to no benefit for learning and can harm mental health ➖➖. Amotivation (lack of motivation) is linked with poor outcomes ➖➖➖. Motivation interventions (e.g., values affirmation, autonomy support) have a moderate effect (d = 0.49) ➕➕➕➕ (Lazowski & Hulleman, 2016). Teaching in ways that support students' autonomy — such as offering choice, listening to student perspectives, and avoiding controlling language — significantly boosts motivation and performance ➕➕➕➕ (Okada, 2021). Transformational instructor behaviours (e.g., inspiring and intellectually stimulating students) are also effective ➕➕➕ (Balwant, 2016).
This summary is based on six high-quality meta-analyses, spanning over 200,000 participants. Howard et al. (2021) examined 344 samples across diverse contexts, using advanced statistical controls. Lazowski & Hulleman (2016) reviewed 92 experiments testing motivation interventions, confirming their practical benefits. Okada (2021) focused on autonomy support in higher education, and Balwant (2016) reviewed instructor leadership behaviours. Cho et al. (2021) provided additional evidence on course transformation guided by SDT. All studies used rigorous, transparent methods and met GRADE criteria for high-quality (++++) evidence.
Balwant, P. T. (2016). Transformational instructor‐leadership in higher education teaching: A meta‐analytic study and research agenda. Journal of Leadership Studies, 10(2), 70–83. https://doi.org/10.1002/jls.21474
Cho, Y., Bong, M., & Kim, S. I. (2021). The effectiveness of courses designed based on self‐determination theory: A meta‐analysis. Journal of Further and Higher Education, 45(10), 1396–1413. https://doi.org/10.1080/0309877X.2020.1856016
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832
Okada, R. (2021). Effects of perceived autonomy support on academic achievement and motivation among higher education students: A meta-analysis. Japanese Psychological Research, 63(4), 287–302. https://doi.org/10.1111/jpr.12311
Van Roy, R., Zaman, B., & Van der Meijden, A. (2021). Can autonomy-supportive gamification increase student motivation? A meta-analysis of self-determination theory-based gamification in education. Journal of Computing in Higher Education, 33, 353–377. https://doi.org/10.1007/s12528-021-09297-w
