The Science of Motivating Others Motivation equals expectancy plus

PRIMARY CONCEPTS

• According to research, motivation is a combination of high expectations, high value, and cheap cost.
• Motivational solutions are more likely to succeed if the root of motivational difficulties is identified in a systematic manner.

How can we persuade individuals in our care to act in their own best interests? This is a question that many of us, whether we're managers, parents, teachers, coaches, or other types of caregivers, ask ourselves on a daily basis. Individuals may often accomplish a great deal if they can simply find the incentive to do so.

For example, at a big, diverse community college, I teach psychology courses to first- and second-year college students. Although I believe many of my students have the capacity to succeed in school and in their future careers, a significant proportion of them fail to carry out their goals. Many students fail to show up for class, do their assignments, or prepare enough for tests in the classroom. As a result, their grades fall, and many of them drop out of school.

I've always been interested by the science of motivation, starting with my involvement in an intrinsic motivation research lab at the University of Wisconsin roughly 30 years ago and continuing with my dissertation study on goals at the University of Minnesota. Much of what is known about motivation may be summed in the following fashion, as several researchers have lately described:

E + V – C = M

Motivation is understood as the outcome of the interaction of three factors in this "equation." The letter "E" stands for anticipation, or the conviction that you can do a task and attain a desired outcome. When my students feel they can understand psychology, finish tasks effectively, or perform well in my class, they have high expectations. The letter "V" stands for value, or the belief that a work is gratifying or beneficial. When my students find class activities really fascinating or relate what they're learning in my class to a later goal, such as being able to acquire a job or do that job successfully, they demonstrate high value. The letter "C" stands for cost, as in the sense that what you're doing is painful. When my students complain about having to read long chapters or when the amount of time required to do well in my course interferes with other activities, they pay a heavy price.

When we try to encourage people, we frequently default to one aspect of the equation. Some of us choose to motivate others by encouraging them to believe in themselves (expectancy). Others of us would rather emphasize the pleasure or secondary benefit that an activity provides (value). Others, on the other hand, believe that lowering barriers to participation in a work (such as cost) is a good idea.

"If the only instrument you have is a hammer, you tend to perceive every situation as a nail," said Abraham Maslow, a pioneering motivation psychologist.

At times, I'm sure I've made this error in my teaching. Because of my experience in intrinsic motivation, I spend a lot of time trying to get students' "knowledge emotions" going. When a class appears to be underperforming, for example, I usually think it's due to a lack of perceived value in what we're doing (the nail), so I try harder to pique students' attention, elicit surprise, or elicit amazement (my hammer)

Although low perceived worth may be an issue, I have a propensity to miss the idea that other sources of difficulties, such as low expectation or high expense, may also be present. If low expectation was the primary issue, an intervention aimed at shifting students' attitudes away from a belief in fixed ability and toward a conviction that ability can be developed via hard work, perseverance, or the application of new tactics would be more helpful. If the major issue was perceived cost, an intervention aimed at resolving it on an individual or systemic level could be more effective. (In fact, some evidence is emerging that suggests cost, in particular, may be the most prevalent motivational stumbling block for those from underrepresented groups.)