This week's lecture on Motivation and Engagement is delivered by Dr Robert Matthews, School of Education, University of Adelaide.
Dr Matthews and I have collaborated in research for a number of years. He lectures in Dynamics of Student-Teacher Interactions and Alternative Education. He is also the Vice President of the South Australian Jungian Society. His research encompasses such areas as creativity; the unconscious and education; teacher wellbeing and rejuvination; applications of analytical psychology to education and learning; applications of Jungian studies to education and learning; and teacher development and individuation.
Dr Robert Matthews



Multimedia Resources

Videoclips referenced in the lecture

Inspiration: A Lesson from the Best

Love 'Em or Loathe 'Em


Interview with Andrew Martin about student motivation on ABC Radio Life Matters
ABC Life Matters: Student motivation
(The interview starts from 14 minutes into the audio.)

Task of the week

Complete one of the following 4 tasks:
1. Extrinsic and intrinsic motivation
List some of the activities, events or experiences that motivate you. Plot them on a continuum, with intrinsic factors as one extreme and extrinsic factors as the other. What distinguishes the activities that are motivated extrinsically from those that are motivated intrinsically? Discuss how student motivation may move from extrinsic to intrinsic.
2. Motivation and learning environment
Based on the recollections of your own schooling or observations at school at the moment, analyse the role of the social environment has in students' motivation for learning. Specifically, can you identify features of the school environment or culture that may enhance or diminish student engagement? Make a list of these features. Make up a table with three columns and see if you can place these factors in school, classroom or social categories. Select a factor from each category and explain how you as a teacher could address this feature of student engagement/disengagement. Could you turn disengagement into engagement?
Note: Please be mindful of the anonymity of schools and individuals in your discussion.
3. A case study: motivation boosters, mufflers, and guzzlers
Read the article by Andrew Martin (2003) at the link below:
Motivating students to learn
Analyse the case of Michael (Cengage Learning, 2010: document is loaded on Moodle for copyright considerations) and think about the following 3 questions:
a) Can Michael’s struggle with learning be explained by any motivational concepts?
b) Which features of his behaviour could be classified as boosters, guzzlers or mufflers of his motivations?
c) Could his teachers have boosted his motivation in any way? Which strategies might you suggest for a student like Michael?
4. The case of Kieran Perkins: more on extrinsic and intrinsic motivation
Read the case study of the champion Australian swimmer (Cengage Learning, 2010, loaded on Moodle) and work on the following questions:
a) Would you classify Perkin’s goal motivation as “mastery” or “performance” oriented (intrinsic or extrinsic)? Think carefully about this question and list the sources of evidence from Perkin’s own words to support your statement.
b) Discuss this on Wiki's discussion forum if you like and check your answer against those of your peers. You might be surprised by the answer you and your peers arrive at!