To recall, autonomous motivation has two key parts to it. When we do things that are interesting or enjoyable to us and there is no pressuring through rewards or punishments then we will gladly and willingly do the work and continue to do so whilst the interest and enjoyment continues.  Many video games are based around this premise and, as we know, children can go for hours in such activities.

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Up until the age of about ten years old the childhood mind, based on the more primitive parts of the brain, the parts most developed by this age, is in control of the whole organism.  From about ten the adult mind begins to emerge bringing with it self-awareness and other advanced capabilities such as imagining a future different from today and impulse control.

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Controlled motivation consists of rewards and punishments that put us under pressure to perform and Autonomous (or intrinsic) motivation which increases engagement through us doing things that interest us or we enjoy or, if that is not the case, link to a deep value that makes them worth doing. 

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The last few postings have unpacked the range of motivations, demotivations and unmotivations that are exhibited by teaching staff.  Over the last few weeks I have unpacked this research with two whole school staffs (as part of keynote presentations) and a range of school leaders.  The results resonate.

Importantly, there has also been widespread agreement that students exhibit a similar range of motivations, demotivations and unmotivations.

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