Knowing the basics of intrinsic motivation is key to understanding engagement in the classroom. Because everyone is different, it can be hard for educators to keep an entire classroom interested in course material. Often, teachers rely on point systems and grades to drive productivity, but relying solely on this strategy can lead to rote memorization and regurgitation of material. So how do we keep our students fully active in their own education—not just to ace the next test but to develop their minds in a lifelong pursuit of learning?
What is Intrinsic Motivation?
Intrinsic motivation means feeling inspired to complete a task even without an external reward. Instead, motivation comes from within. We wake up and run in the mornings, pick up a reading habit, or learn a new language—not because of some deadline—but for our own enjoyment. With intrinsic motivation, we’re inwardly driven and self-reliant to accomplish whatever it is we put our mind to.
A major theoretical framework for intrinsic motivation is Self Determination Theory (SDT).1 SDT notes three basic psychological needs that, when met, help develop intrinsic motivation.
- Autonomy is having control over one’s own actions. When a person has total autonomy, can make their own choices, and create their own goals—autonomy drives intrinsic motivation.
- Competence (in SDT) is feeling capable of one’s own abilities. With the confidence that something can be accomplished, people feel more able to turn their ideas into achievements.
- Relatedness is feeling connected and attached to others in a particular setting. When an environment supports a sense of belonging, people are more likely to be motivated because they’re part of a team.2
These three concepts are the groundwork for intrinsic motivation. With all three psychological needs met, motivation can flourish from within. This is why, in the classroom especially, it’s important to keep these concepts in mind. Are students in a learning environment that encourages autonomy, competence and connection with others? If not, intrinsic motivation can be difficult to cultivate.
Intrinsic Motivation vs. Extrinsic Motivation
Where intrinsic motivation is internal, extrinsic motivation is being inspired to complete something because of an outward force. For example, we brush our teeth so we won’t get cavities. We go to work to earn a salary. We practice piano to avoid mistakes at an upcoming recital. We’re moved to action by factors outside of ourselves (with many of these factors being consequential as well).
In education, the difference between intrinsic and extrinsic motivation can be seen in how you might study for an upcoming biology test. Extrinsic motivation is preparing so you won’t fail, while intrinsic motivation comes from of genuine interest for the way our world works. Our mindset shifts from, What will happen if I don’t do this? to What knowledge/experience will I gain if I do?
Of course, grades and rewards have their place in the classroom. But studies have shown students have higher success rates both academically and personally when intrinsically motivated. Conversely, those driven solely by external rewards showed signs of “decreased well-being.”3 Giving students the freedom to learn—not the requirement—generates better educational outcomes, for both the short and long term.
Our mindset shifts from, What will happen if I don’t do this? to What knowledge/experience will I gain if I do?
Why Is Intrinsic Motivation Important?
Agency in education goes much deeper than just a few test results. By putting educational ownership in students’ hands, they are developing life skills that will last well after graduation. Intrinsic motivation relies on curiosity, self-reliance, and persistence— qualities essential for success in the real world. If schools only focus on teaching to the test, learning misses the practical application and loses its meaning. Instead, we should empower students to take their education into their own hands to be capable, resilient individuals.
The Overjustification Effect
One thing to note is that intrinsic and extrinsic motivations are not mutually exclusive. People can be inspired to get better at guitar because they love creating music—but also because they don’t want to play the wrong chords at open mic night.
While the two can coexist, there is a caveat. Research has shown giving someone a reward who’s already intrinsically motivated to complete a task only makes them want to do it less.4 This is called the overjustification effect. Some examples of this might include a child reading less after being bribed to finish books with prizes or rewards, or a painter who feels creatively burnt out when focus becomes making money for their art.
Being aware of these issues with motivation is important to note, especially in education. A student may love history—but lose interest once reading is assigned to them in class. Children may enjoy solving complex problems—but dread the idea of completing thick math packets.
We can’t necessarily get rid of grades and homework—they often play a necessary part in learning. But if we’re not aware, the overjustification effect can create drained, uninterested students in the classroom.
Practical Tips to Inspire Students to Become Intrinsically Motivated
So how can we get students to become intrinsically motivated? At the end of the day, it’s ultimately up to them—teachers can’t force their class to care about every lesson. But what we can do is intentionally create an environment that fosters creativity and individual growth.
Here are some other ways to help intrinsic motivation flourish:
Connect with Your “Why”
Keeping the bigger picture in view instead of hanging up on everyday frustrations can help students persevere in their studies. Encourage them to self-reflect by offering up prompts like: “Where do you see yourself in five years? How are you going to get there?” This helps keep them on track while reminding them what they’re working towards.
Set Personal Goals That Are Exciting
Let your child or student be inspired by setting fun yet challenging goals for themselves. For example, a student in sports might aim to score 10 goals for the season. Likewise an art student’s goal might be to sketch one page a day. Setting such intentions is an essential part of intrinsic motivation. By aligning their goals with their hobbies and interests, students can begin to enjoy the process of working towards toward personal achievement.
Emphasis on Learning, Not Test Scores
Though grades are important, reframing learning can be as simple as swapping your question phrasing. For example, “What did you get on that biology final?” can become, “What was the most interesting thing you learned in class today?” This simple shift toward experience over outcome can help students realize they actually enjoy the process of learning.
Give Students Choice
Studies show that when students have a voice in what’s taught, they’re more likely to engage with the material.5 Allowing options in homework assignments, projects, or reading materials gives students more say in their education.
Apply Educational Material to the Individual
If course material directly affects students, they’re more likely to be interested in the content. Curriculum centered beyond the classroom helps students apply what they’ve learned to real life. For example, math teachers can discuss personal budgeting and interest rates. Science teachers can assign projects on local environments. English classes can discuss media literacy or analyze music lyrics and current political speeches. These practical assignments serve as reminders that the course material has real world applications.
Connect to Careers
Putting learning into the perspective of future job application can motivate students to care about their education. Economic teachers can inspire future entrepreneurs by assigning projects to create their own “companies.” Art classes can include graphic design courses, and English teachers can stress the importance of writing in jobs like marketing, editing and social media. Tying assignments to career exploration can drive classrooms to be more engaged with the material.
Ask Questions
Even a simple prompt like, “What do I want to get out of today’s lesson?” can not only help students with goal-making but give teachers a compass for what’s important to each individual class. (Visit our Pillars page to see more on why self-discovery is important to ERA!) Self-reflection activities around students’ unique interests can give them direction for their skills, career, and life purpose.
Intrinsic Motivation and Benefits in the Workplace
Intrinsic motivation doesn’t end with school. It’s a quality that can carry on into the workplace, so it’s important to develop this drive while students are still young. When people draw motivation from within, they stand out in the professional world in countless ways, including:
Greater Job Enjoyment
Those with intrinsic motivation tend to feel more satisfaction in their jobs.6 Knowing why we work—not just what we get from it—completely shifts our thinking to view our career as an opportunity to use our skills for wider benefit.
Increased Creativity
Intrinsic motivation enhances an employee’s willingness to think outside the box and take creative risks—being driven by interest and curiosity rather than pressure or external rewards.
Higher Focus and Engagement
Research has shown that people are more likely to enter the “flow state” of a project when their motives for working are intrinsic.7 With increased focus comes increased productivity, leading employees to stand out and excel professionally.
Striving for Quality
If you’re only showing up to your job for salary alone, it can feel easy to cut corners or produce a less-than-satisfactory product. Intrinsic motivation, however, helps people recognize that their contributions have value beyond just a paycheck. A commitment to doing quality work reflects this deeper sense of purpose and pride in your role.
How Else Does Intrinsic Motivation Apply to Life?
Outside of its value to school and work, intrinsic motivation has a multitude of benefits in our everyday lives. Here are just a few of the ways it can help us be better, more well-rounded individuals:
- Improved Mental Health: Studies have found that intrinsically motivated people are less likely to suffer from anxiety, burnout, and depression.8 Because they’re not constantly chasing approval, rewards, and social status, those with intrinsic motivation are free to pursue their goals for themselves, not others.
- A Deep Love for Learning and Personal Growth: Those with intrinsic motivation most often subscribe to a growth mindset—an idea that our states are never fixed and can always be improved upon. With a growth mindset, learning isn’t a burden, but an exciting challenge. This mindset shifts us in a positive direction to see all the things we haven’t done yet–leading us to live creatively and strive to reach our fullest potential.
- Higher Life Satisfaction: Doing more of what you love leads to a life well lived. Completing and accomplishing the goals we set out for ourselves gives us a sense of a purpose and pride.
Once students realize that education is a tool for them, learning can shift from a responsibility to a gift.
Intrinsic Motivation: The Foundation for Real-World Success
For intrinsic motivation to truly blossom, it starts with a support. We can’t make students care about their own goals, but we can give them the tools they need to succeed. Sometimes, just the space to grow into confident and capable individuals is all the support they need.
Once students realize that education is a tool for them, learning can shift from a responsibility to a gift. Intrinsic motivation isn’t reserved only the overly ambitious—it becomes accessible to all once students realize their potential and the real impact they have on the world.
By equipping classrooms with the right tools, we can empower students to make their own path and realize how important their skills are to the world. At ERA, we believe in Teaching to the Test of Life–so the next generation can succeed beyond the classroom. Learn more about our Life Discovery course, or contact us for more information. Join us in helping to transform education from the inside out!
References
- Richard, R., & Deci, E. (n.d.). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychological Association. https://psycnet.apa.org/record/2000-13324-007 ↩︎
- Kelly, M. L., Nieuwoudt, J., Willis, R., & Lee, M. F. (2024). Belonging, enjoyment, motivation, and retention: University students’ sense of belonging before and during the COVID-19 pandemic. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251241231242 ↩︎
- Howard, J. L., Bureau, J., Guay, F., Chong, J. X., & 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 ↩︎
- Peters, K. P., Grauerholz-Fisher, E., Vollmer, T. R., & Van Arsdale, A. (2022). An evaluation of the overjustification hypothesis: A replication of DECI (1971). Behavior Analysis: Research and Practice, 22(3), 258–264. https://doi.org/10.1037/bar0000245 ↩︎
- Conner, J., Mitra, D. L., Holquist, S. E., & Boat, A. (2025). How teachers’ student voice practices affect student engagement and achievement: Exploring choice, receptivity, and responsiveness to student voice as moderators. Journal of Educational Change. https://pmc.ncbi.nlm.nih.gov/articles/PMC11836230/ ↩︎
- Van den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., & Gagné, M. (2021b). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. Organizational Psychology Review, 11(3), 240–273. https://doi.org/10.1177/20413866211006173 ↩︎
- Bartholomeyczik, K., Knierim, M. T., & Weinhardt, C. (2023, July 7). Fostering flow experiences at work: A Framework and research agenda for developing flow interventions. Frontiers in Psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC10360049/ ↩︎
- Qureshi, F., Khawaja, S., Sokić, K., Pejić Bach, M., & Meško, M. (2024). Exploring intrinsic motivation and mental well-being in private higher educational systems: A cross-sectional study. Systems, 12(8), 281. https://doi.org/10.3390/systems12080281 ↩︎
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