Motivation and Well-Being: An Evidence-Based Frame

Abstract

This chapter addresses the challenge of enhancing student’s intrinsic motivation in school-based learning environments and, in essence, motivation generically. Motivation underpins learning in that without motivation, people don’t bother to learn (or think) too much. It connects extensively to the pedagogic framework developed in Chap. 2, as well as the superordinate twenty-first century competence of Metacognitive Capability explored and illustrated in Chap. 3. Metacognition and Motivation are extensively and dynamically interlinked. Without motivation people are unlikely to do much by way of metacognition. However, without metacognition and the related thinking and self-regulatory skills, people may not fare well in the learning stakes as tasks become more complicated—and that’s an existential problem we face today. Intrinsic motivation is explored in detail, especially the Self-Determination Theory (SDT) of Ryan and Deci, as it offers much potential for enhancing learning and well-being in educational contexts.