As we wrap up our psychology courses during these challenging times, we are likely to be facing issues of motivation. I have asked my undergraduates to let me know if they need help. Overwhelmingly they worry about staying motivated. I immediately tell them they are not alone and that chances are their very own professor has trouble focusing on the task at hand. Sometimes it is because I have my kids to care for, but other times a lack of a schedule and consistency sabotages my motivation.
If you find your students echoing a lack of motivation and if you are looking for some ideas to share, don’t look any further than your introductory psychology text. The motivation depletion we are experiencing could be a perfect time to review the varied theories of motivation (e.g., drive-reduction theory, arousal theory and/or Maslow’s Hierarchy). Chances are your students could look at these ideas with a new lens of appreciation. For example, without a busy classroom to learn in, it is possible the online environment does not provide their optimal arousal level. Without social factors like peers and teachers to share in the learning process, students may require dipping into other motivational forces to complete tasks. Drive-reduction theory focuses on how we attend to inner and outer forces for meeting our needs. Perhaps a student’s internal drive to do well in a class has been thrown off. Without typical school norms and behaviors they may need to rely on secondary reinforcers to pique motivation.
I advise students to break their learning into 20 minute sessions. Once they push through the 20 minutes they get a reward. Maybe a small piece of chocolate, maybe a social media break on their phone, or even better, a walk around the block. Students who prior to online learning had no trouble with internal motivation (i.e., learning for the sake of learning) may need to shift their behavior by relying more on external motivators. Rewarding the achievement of smaller goals as milestones can help a student push through this tough time. For some students though their circumstances may be exceptionally difficult (e.g., care-giving for family members who are ill, working extra jobs) and it is important for instructors to show great care.
I’ve encouraged my students to reach out to me with specific questions and concerns. Sometimes asking a question or even registering a complaint can lead to much needed human connection. To surge motivation it is necessary to connect with others, complain and be emotional if needed, and ask for help. Finally, if a primer of motivational theory doesn’t do it for your students, behavioral changes can be key. As students make their way through the home stretch of the semester, encourage them to use a schedule. Online versions like the one at Free College Schedule Makeropens in new window are relatively easy for first-time users to set up. I suggest a final exam schedule that includes studying for a variety of topics in short blocks of time. Shorter study periods allow students to make use of spacing and interleaving learning strategies which are proven most effective. If time allows, give the students a reading on these strategies like this resource by psychologist John Dunlosky, PhD (PDF, 351KB)opens in new window. Finally, stay connected. As social creatures we have a great need to belong. Offer your students care and community by being fair and flexible. Chances are your behavior will be just the push they need to motivate their own.
For a comprehensive list of resources offered by the American Psychological Association, please visit the pandemics webpage.
Karla Lassonde, PhD, is a professor of psychology at Minnesota State University. Lassonde teaches a variety of introductory courses: introduction to psychological science, psychology statistics, and introduction to cognition as well as the specialty courses: human memory and advanced cognition. She recently created a new course on 
