motivational essays for students

Motivation Essay for Students and Children

500+ words essay on motivation.

Everyone suggests other than the person lack motivation, or directly suggests the person remain motivated. But, no one ever tells what is the motivation of how one can stay motivated. Motivation means to face the obstacle and find an inspiration that helps you to go through tough times. In addition, it helps you to move further in life.

Meaning of Motivation

Motivation is something that cannot be understood with words but with practice. It means to be moved by something so strongly that it becomes an inspiration for you. Furthermore, it is a discipline that helps you to achieve your life goals and also helps to be successful in life .

Besides, it the most common practice that everyone does whether it is your boss in office or a school teacher or a university professor everyone motivates others in a way or other.

Role of Motivation

It is a strong tool that helps to get ahead in life. For being motivated we need a driving tool or goal that keeps us motivated and moves forward. Also, it helps in being progressive both physically and mentally.

Moreover, your goal does not be to big and long term they can be small and empowering. Furthermore, you need the right mindset to be motivated.

Besides, you need to push your self towards your goal no one other than you can push your limit. Also, you should be willing to leave your comfort zone because your true potential is going to revel when you leave your comfort zone.

Types of Motivation

Although there are various types of motivation according to me there are generally two types of motivation that are self- motivation and motivation by others.

Self-motivation- It refers to the power of someone to stay motivated without the influence of other situations and people. Furthermore, self-motivated people always find a way to reason and strength to complete a task. Also, they do not need other people to encourage them to perform a challenging task.

Motivation by others- This motivation requires help from others as the person is not able to maintain a self-motivated state. In this, a person requires encouragement from others. Also, he needs to listen to motivational speeches, a strong goal and most importantly and inspiration.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Motivation

Motivation is very important for the overall development of the personality and mind of the people. It also puts a person in action and in a competitive state. Furthermore, it improves efficiency and desire to achieve the goal. It leads to stability and improvement in work.

Above all, it satisfies a person’s needs and to achieve his/her goal. It helps the person to fight his negative attitude. The person also tries to come out of his/her comfort zone so that she/ he can achieve the goal.

To conclude, motivation is one of the key elements that help a person to be successful. A motivated person tries to push his limits and always tries to improve his performance day by day. Also, the person always gives her/his best no matter what the task is. Besides, the person always tries to remain progressive and dedicated to her/his goals.

FAQs about Motivation Essay

Q.1 Define what is motivation fit. A.1 This refers to a psychological phenomenon in which a person assumes or expects something from the job or life but gets different results other than his expectations. In a profession, it is a primary criterion for determining if the person will stay or leave the job.

Q.2 List some best motivators. A.2 some of the best motivators are:

• Inspiration
• Fear of failure
• Power of Rejection
• Don’t pity your self
• Be assertive
• Stay among positive and motivated people
• Be calm and visionary

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

• Social Justice
• Environment
• Health & Happiness
• Get YES! Emails
• Teacher Resources

• Give A Gift Subscription
• Teaching Sustainability
• Teaching Social Justice
• Teaching Respect & Empathy
• Student Writing Lessons
• Visual Learning Lessons
• Tough Topics Discussion Guides
• About the YES! for Teachers Program
• Student Writing Contest

Follow YES! For Teachers

Eight brilliant student essays on what matters most in life.

Read winning essays from our spring 2019 student writing contest.

For the spring 2019 student writing contest, we invited students to read the YES! article “Three Things That Matter Most in Youth and Old Age” by Nancy Hill. Like the author, students interviewed someone significantly older than them about the three things that matter most in life. Students then wrote about what they learned, and about how their interviewees’ answers compare to their own top priorities.

The Winners

From the hundreds of essays written, these eight were chosen as winners. Be sure to read the author’s response to the essay winners and the literary gems that caught our eye. Plus, we share an essay from teacher Charles Sanderson, who also responded to the writing prompt.

Middle School Winner: Rory Leyva

High School Winner:  Praethong Klomsum

University Winner:  Emily Greenbaum

Powerful Voice Winner: Amanda Schwaben

Powerful Voice Winner: Antonia Mills

Powerful Voice Winner:  Isaac Ziemba

Powerful Voice Winner: Lily Hersch

“Tell It Like It Is” Interview Winner: Jonas Buckner

From the Author: Response to Student Winners

Literary Gems

From A Teacher: Charles Sanderson

From the Author: Response to Charles Sanderson

Middle School Winner

Village Home Education Resource Center, Portland, Ore.

The Lessons Of Mortality 

“As I’ve aged, things that are more personal to me have become somewhat less important. Perhaps I’ve become less self-centered with the awareness of mortality, how short one person’s life is.” This is how my 72-year-old grandma believes her values have changed over the course of her life. Even though I am only 12 years old, I know my life won’t last forever, and someday I, too, will reflect on my past decisions. We were all born to exist and eventually die, so we have evolved to value things in the context of mortality.

One of the ways I feel most alive is when I play roller derby. I started playing for the Rose City Rollers Juniors two years ago, and this year, I made the Rosebud All-Stars travel team. Roller derby is a fast-paced, full-contact sport. The physicality and intense training make me feel in control of and present in my body.

My roller derby team is like a second family to me. Adolescence is complicated. We understand each other in ways no one else can. I love my friends more than I love almost anything else. My family would have been higher on my list a few years ago, but as I’ve aged it has been important to make my own social connections.

Music led me to roller derby.  I started out jam skating at the roller rink. Jam skating is all about feeling the music. It integrates gymnastics, breakdancing, figure skating, and modern dance with R & B and hip hop music. When I was younger, I once lay down in the DJ booth at the roller rink and was lulled to sleep by the drawl of wheels rolling in rhythm and people talking about the things they came there to escape. Sometimes, I go up on the roof of my house at night to listen to music and feel the wind rustle my hair. These unique sensations make me feel safe like nothing else ever has.

My grandma tells me, “Being close with family and friends is the most important thing because I haven’t

always had that.” When my grandma was two years old, her father died. Her mother became depressed and moved around a lot, which made it hard for my grandma to make friends. Once my grandma went to college, she made lots of friends. She met my grandfather, Joaquin Leyva when she was working as a park ranger and he was a surfer. They bought two acres of land on the edge of a redwood forest and had a son and a daughter. My grandma created a stable family that was missing throughout her early life.

My grandma is motivated to maintain good health so she can be there for her family. I can relate because I have to be fit and strong for my team. Since she lost my grandfather to cancer, she realizes how lucky she is to have a functional body and no life-threatening illnesses. My grandma tries to eat well and exercise, but she still struggles with depression. Over time, she has learned that reaching out to others is essential to her emotional wellbeing.  

Caring for the earth is also a priority for my grandma I’ve been lucky to learn from my grandma. She’s taught me how to hunt for fossils in the desert and find shells on the beach. Although my grandma grew up with no access to the wilderness, she admired the green open areas of urban cemeteries. In college, she studied geology and hiked in the High Sierras. For years, she’s been an advocate for conserving wildlife habitat and open spaces.

Our priorities may seem different, but it all comes down to basic human needs. We all desire a purpose, strive to be happy, and need to be loved. Like Nancy Hill says in the YES! Magazine article “Three Things That Matter Most in Youth and Old Age,” it can be hard to decipher what is important in life. I believe that the constant search for satisfaction and meaning is the only thing everyone has in common. We all want to know what matters, and we walk around this confusing world trying to find it. The lessons I’ve learned from my grandma about forging connections, caring for my body, and getting out in the world inspire me to live my life my way before it’s gone.

Rory Leyva is a seventh-grader from Portland, Oregon. Rory skates for the Rosebuds All-Stars roller derby team. She loves listening to music and hanging out with her friends.

High School Winner

Praethong Klomsum

  Santa Monica High School, Santa Monica, Calif.

Time Only Moves Forward

Sandra Hernandez gazed at the tiny house while her mother’s gentle hands caressed her shoulders. It wasn’t much, especially for a family of five. This was 1960, she was 17, and her family had just moved to Culver City.

Flash forward to 2019. Sandra sits in a rocking chair, knitting a blanket for her latest grandchild, in the same living room. Sandra remembers working hard to feed her eight children. She took many different jobs before settling behind the cash register at a Japanese restaurant called Magos. “It was a struggle, and my husband Augustine, was planning to join the military at that time, too.”

In the YES! Magazine article “Three Things That Matter Most in Youth and Old Age,” author Nancy Hill states that one of the most important things is “…connecting with others in general, but in particular with those who have lived long lives.” Sandra feels similarly. It’s been hard for Sandra to keep in contact with her family, which leaves her downhearted some days. “It’s important to maintain that connection you have with your family, not just next-door neighbors you talk to once a month.”

Despite her age, Sandra is a daring woman. Taking risks is important to her, and she’ll try anything—from skydiving to hiking. Sandra has some regrets from the past, but nowadays, she doesn’t wonder about the “would have, could have, should haves.” She just goes for it with a smile.

Sandra thought harder about her last important thing, the blue and green blanket now finished and covering

her lap. “I’ve definitely lived a longer life than most, and maybe this is just wishful thinking, but I hope I can see the day my great-grandchildren are born.” She’s laughing, but her eyes look beyond what’s in front of her. Maybe she is reminiscing about the day she held her son for the first time or thinking of her grandchildren becoming parents. I thank her for her time and she waves it off, offering me a styrofoam cup of lemonade before I head for the bus station.

The bus is sparsely filled. A voice in my head reminds me to finish my 10-page history research paper before spring break. I take a window seat and pull out my phone and earbuds. My playlist is already on shuffle, and I push away thoughts of that dreaded paper. Music has been a constant in my life—from singing my lungs out in kindergarten to Barbie’s “I Need To Know,” to jamming out to Taylor Swift’s “Blank Space” in sixth grade, to BTS’s “Intro: Never Mind” comforting me when I’m at my lowest. Music is my magic shop, a place where I can trade away my fears for calm.

I’ve always been afraid of doing something wrong—not finishing my homework or getting a C when I can do better. When I was 8, I wanted to be like the big kids. As I got older, I realized that I had exchanged my childhood longing for the 48 pack of crayons for bigger problems, balancing grades, a social life, and mental stability—all at once. I’m going to get older whether I like it or not, so there’s no point forcing myself to grow up faster.  I’m learning to live in the moment.

The bus is approaching my apartment, where I know my comfy bed and a home-cooked meal from my mom are waiting. My mom is hard-working, confident, and very stubborn. I admire her strength of character. She always keeps me in line, even through my rebellious phases.

My best friend sends me a text—an update on how broken her laptop is. She is annoying. She says the stupidest things and loves to state the obvious. Despite this, she never fails to make me laugh until my cheeks feel numb. The rest of my friends are like that too—loud, talkative, and always brightening my day. Even friends I stopped talking to have a place in my heart. Recently, I’ve tried to reconnect with some of them. This interview was possible because a close friend from sixth grade offered to introduce me to Sandra, her grandmother.  

I’m decades younger than Sandra, so my view of what’s important isn’t as broad as hers, but we share similar values, with friends and family at the top. I have a feeling that when Sandra was my age, she used to love music, too. Maybe in a few decades, when I’m sitting in my rocking chair, drawing in my sketchbook, I’ll remember this article and think back fondly to the days when life was simple.

Praethong Klomsum is a tenth-grader at Santa Monica High School in Santa Monica, California.  Praethong has a strange affinity for rhyme games and is involved in her school’s dance team. She enjoys drawing and writing, hoping to impact people willing to listen to her thoughts and ideas.

University Winner

Emily Greenbaum

Kent State University, Kent, Ohio 

The Life-Long War

Every morning we open our eyes, ready for a new day. Some immediately turn to their phones and social media. Others work out or do yoga. For a certain person, a deep breath and the morning sun ground him. He hears the clink-clank of his wife cooking low sodium meat for breakfast—doctor’s orders! He sees that the other side of the bed is already made, the dogs are no longer in the room, and his clothes are set out nicely on the loveseat.

Today, though, this man wakes up to something different: faded cream walls and jello. This person, my hero, is Master Chief Petty Officer Roger James.

I pulled up my chair close to Roger’s vinyl recliner so I could hear him above the noise of the beeping dialysis machine. I noticed Roger would occasionally glance at his wife Susan with sparkly eyes when he would recall memories of the war or their grandkids. He looked at Susan like she walked on water.

Roger James served his country for thirty years. Now, he has enlisted in another type of war. He suffers from a rare blood cancer—the result of the wars he fought in. Roger has good and bad days. He says, “The good outweighs the bad, so I have to be grateful for what I have on those good days.”

When Roger retired, he never thought the effects of the war would reach him. The once shallow wrinkles upon his face become deeper, as he tells me, “It’s just cancer. Others are suffering from far worse. I know I’ll make it.”

Like Nancy Hill did in her article “Three Things that Matter Most in Youth and Old Age,” I asked Roger, “What are the three most important things to you?” James answered, “My wife Susan, my grandkids, and church.”

Roger and Susan served together in the Vietnam war. She was a nurse who treated his cuts and scrapes one day. I asked Roger why he chose Susan. He said, “Susan told me to look at her while she cleaned me up. ‘This may sting, but don’t be a baby.’ When I looked into her eyes, I felt like she was looking into my soul, and I didn’t want her to leave. She gave me this sense of home. Every day I wake up, she makes me feel the same way, and I fall in love with her all over again.”

Roger and Susan have two kids and four grandkids, with great-grandchildren on the way. He claims that his grandkids give him the youth that he feels slowly escaping from his body. This adoring grandfather is energized by coaching t-ball and playing evening card games with the grandkids.

The last thing on his list was church. His oldest daughter married a pastor. Together they founded a church. Roger said that the connection between his faith and family is important to him because it gave him a reason to want to live again. I learned from Roger that when you’re across the ocean, you tend to lose sight of why you are fighting. When Roger returned, he didn’t have the will to live. Most days were a struggle, adapting back into a society that lacked empathy for the injuries, pain, and psychological trauma carried by returning soldiers. Church changed that for Roger and gave him a sense of purpose.

When I began this project, my attitude was to just get the assignment done. I never thought I could view Master Chief Petty Officer Roger James as more than a role model, but he definitely changed my mind. It’s as if Roger magically lit a fire inside of me and showed me where one’s true passions should lie. I see our similarities and embrace our differences. We both value family and our own connections to home—his home being church and mine being where I can breathe the easiest.

Master Chief Petty Officer Roger James has shown me how to appreciate what I have around me and that every once in a while, I should step back and stop to smell the roses. As we concluded the interview, amidst squeaky clogs and the stale smell of bleach and bedpans, I looked to Roger, his kind, tired eyes, and weathered skin, with a deeper sense of admiration, knowing that his values still run true, no matter what he faces.

Emily Greenbaum is a senior at Kent State University, graduating with a major in Conflict Management and minor in Geography. Emily hopes to use her major to facilitate better conversations, while she works in the Washington, D.C. area.  

Powerful Voice Winner

Amanda Schwaben

Wise Words From Winnie the Pooh

As I read through Nancy Hill’s article “Three Things That Matter Most in Youth and Old Age,” I was comforted by the similar responses given by both children and older adults. The emphasis participants placed on family, social connections, and love was not only heartwarming but hopeful. While the messages in the article filled me with warmth, I felt a twinge of guilt building within me. As a twenty-one-year-old college student weeks from graduation, I honestly don’t think much about the most important things in life. But if I was asked, I would most likely say family, friendship, and love. As much as I hate to admit it, I often find myself obsessing over achieving a successful career and finding a way to “save the world.”

A few weeks ago, I was at my family home watching the new Winnie the Pooh movie Christopher Robin with my mom and younger sister. Well, I wasn’t really watching. I had my laptop in front of me, and I was aggressively typing up an assignment. Halfway through the movie, I realized I left my laptop charger in my car. I walked outside into the brisk March air. Instinctively, I looked up. The sky was perfectly clear, revealing a beautiful array of stars. When my twin sister and I were in high school, we would always take a moment to look up at the sparkling night sky before we came into the house after soccer practice.

I think that was the last time I stood in my driveway and gazed at the stars. I did not get the laptop charger from

my car; instead, I turned around and went back inside. I shut my laptop and watched the rest of the movie. My twin sister loves Winnie the Pooh. So much so that my parents got her a stuffed animal version of him for Christmas. While I thought he was adorable and a token of my childhood, I did not really understand her obsession. However, it was clear to me after watching the movie. Winnie the Pooh certainly had it figured out. He believed that the simple things in life were the most important: love, friendship, and having fun.

I thought about asking my mom right then what the three most important things were to her, but I decided not to. I just wanted to be in the moment. I didn’t want to be doing homework. It was a beautiful thing to just sit there and be present with my mom and sister.

I did ask her, though, a couple of weeks later. Her response was simple.  All she said was family, health, and happiness. When she told me this, I imagined Winnie the Pooh smiling. I think he would be proud of that answer.

I was not surprised by my mom’s reply. It suited her perfectly. I wonder if we relearn what is most important when we grow older—that the pressure to be successful subsides. Could it be that valuing family, health, and happiness is what ends up saving the world?

Amanda Schwaben is a graduating senior from Kent State University with a major in Applied Conflict Management. Amanda also has minors in Psychology and Interpersonal Communication. She hopes to further her education and focus on how museums not only preserve history but also promote peace.

Antonia Mills

Rachel Carson High School, Brooklyn, N.Y. 

Decoding The Butterfly

For a caterpillar to become a butterfly, it must first digest itself. The caterpillar, overwhelmed by accumulating tissue, splits its skin open to form its protective shell, the chrysalis, and later becomes the pretty butterfly we all know and love. There are approximately 20,000 species of butterflies, and just as every species is different, so is the life of every butterfly. No matter how long and hard a caterpillar has strived to become the colorful and vibrant butterfly that we marvel at on a warm spring day, it does not live a long life. A butterfly can live for a year, six months, two weeks, and even as little as twenty-four hours.

I have often wondered if butterflies live long enough to be blissful of blue skies. Do they take time to feast upon the sweet nectar they crave, midst their hustling life of pollinating pretty flowers? Do they ever take a lull in their itineraries, or are they always rushing towards completing their four-stage metamorphosis? Has anyone asked the butterfly, “Who are you?” instead of “What are you”? Or, How did you get here, on my windowsill?  How did you become ‘you’?

Humans are similar to butterflies. As a caterpillar

Suzanna Ruby/Getty Images

becomes a butterfly, a baby becomes an elder. As a butterfly soars through summer skies, an elder watches summer skies turn into cold winter nights and back toward summer skies yet again.  And as a butterfly flits slowly by the porch light, a passerby makes assumptions about the wrinkled, slow-moving elder, who is sturdier than he appears. These creatures are not seen for who they are—who they were—because people have “better things to do” or they are too busy to ask, “How are you”?

Our world can be a lonely place. Pressured by expectations, haunted by dreams, overpowered by weakness, and drowned out by lofty goals, we tend to forget ourselves—and others. Rather than hang onto the strands of our diminishing sanity, we might benefit from listening to our elders. Many elders have experienced setbacks in their young lives. Overcoming hardship and surviving to old age is wisdom that they carry.  We can learn from them—and can even make their day by taking the time to hear their stories.  

Nancy Hill, who wrote the YES! Magazine article “Three Things That Matter Most in Youth and Old Age,” was right: “We live among such remarkable people, yet few know their stories.” I know a lot about my grandmother’s life, and it isn’t as serene as my own. My grandmother, Liza, who cooks every day, bakes bread on holidays for our neighbors, brings gifts to her doctor out of the kindness of her heart, and makes conversation with neighbors even though she is isn’t fluent in English—Russian is her first language—has struggled all her life. Her mother, Anna, a single parent, had tuberculosis, and even though she had an inviolable spirit, she was too frail to care for four children. She passed away when my grandmother was sixteen, so my grandmother and her siblings spent most of their childhood in an orphanage. My grandmother got married at nineteen to my grandfather, Pinhas. He was a man who loved her more than he loved himself and was a godsend to every person he met. Liza was—and still is—always quick to do what was best for others, even if that person treated her poorly. My grandmother has lived with physical pain all her life, yet she pushed herself to climb heights that she wasn’t ready for. Against all odds, she has lived to tell her story to people who are willing to listen. And I always am.

I asked my grandmother, “What are three things most important to you?” Her answer was one that I already expected: One, for everyone to live long healthy lives. Two, for you to graduate from college. Three, for you to always remember that I love you.

What may be basic to you means the world to my grandmother. She just wants what she never had the chance to experience: a healthy life, an education, and the chance to express love to the people she values. The three things that matter most to her may be so simple and ordinary to outsiders, but to her, it is so much more. And who could take that away?

Antonia Mills was born and raised in Brooklyn, New York and attends Rachel Carson High School.  Antonia enjoys creative activities, including writing, painting, reading, and baking. She hopes to pursue culinary arts professionally in the future. One of her favorite quotes is, “When you start seeing your worth, you’ll find it harder to stay around people who don’t.” -Emily S.P.  

  Powerful Voice Winner

   Isaac Ziemba

Odyssey Multiage Program, Bainbridge Island, Wash. 

This Former State Trooper Has His Priorities Straight: Family, Climate Change, and Integrity

I have a personal connection to people who served in the military and first responders. My uncle is a first responder on the island I live on, and my dad retired from the Navy. That was what made a man named Glen Tyrell, a state trooper for 25 years, 2 months and 9 days, my first choice to interview about what three things matter in life. In the YES! Magazine article “The Three Things That Matter Most in Youth and Old Age,” I learned that old and young people have a great deal in common. I know that’s true because Glen and I care about a lot of the same things.

For Glen, family is at the top of his list of important things. “My wife was, and is, always there for me. My daughters mean the world to me, too, but Penny is my partner,” Glen said. I can understand why Glen’s wife is so important to him. She’s family. Family will always be there for you.

Glen loves his family, and so do I with all my heart. My dad especially means the world to me. He is my top supporter and tells me that if I need help, just “say the word.” When we are fishing or crabbing, sometimes I

think, what if these times were erased from my memory? I wouldn’t be able to describe the horrible feeling that would rush through my mind, and I’m sure that Glen would feel the same about his wife.

My uncle once told me that the world is always going to change over time. It’s what the world has turned out to be that worries me. Both Glen and I are extremely concerned about climate change and the effect that rising temperatures have on animals and their habitats. We’re driving them to extinction. Some people might say, “So what? Animals don’t pay taxes or do any of the things we do.” What we are doing to them is like the Black Death times 100.

Glen is also frustrated by how much plastic we use and where it ends up. He would be shocked that an explorer recently dived to the deepest part of the Pacific Ocean—seven miles!— and discovered a plastic bag and candy wrappers. Glen told me that, unfortunately, his generation did the damage and my generation is here to fix it. We need to take better care of Earth because if we don’t, we, as a species, will have failed.

Both Glen and I care deeply for our families and the earth, but for our third important value, I chose education and Glen chose integrity. My education is super important to me because without it, I would be a blank slate. I wouldn’t know how to figure out problems. I wouldn’t be able to tell right from wrong. I wouldn’t understand the Bill of Rights. I would be stuck. Everyone should be able to go to school, no matter where they’re from or who they are.  It makes me angry and sad to think that some people, especially girls, get shot because they are trying to go to school. I understand how lucky I am.

Integrity is sacred to Glen—I could tell by the serious tone of Glen’s voice when he told me that integrity was the code he lived by as a former state trooper. He knew that he had the power to change a person’s life, and he was committed to not abusing that power.  When Glen put someone under arrest—and my uncle says the same—his judgment and integrity were paramount. “Either you’re right or you’re wrong.” You can’t judge a person by what you think, you can only judge a person from what you know.”

I learned many things about Glen and what’s important in life, but there is one thing that stands out—something Glen always does and does well. Glen helps people. He did it as a state trooper, and he does it in our school, where he works on construction projects. Glen told me that he believes that our most powerful tools are writing and listening to others. I think those tools are important, too, but I also believe there are other tools to help solve many of our problems and create a better future: to be compassionate, to create caring relationships, and to help others. Just like Glen Tyrell does each and every day.

Isaac Ziemba is in seventh grade at the Odyssey Multiage Program on a small island called Bainbridge near Seattle, Washington. Isaac’s favorite subject in school is history because he has always been interested in how the past affects the future. In his spare time, you can find Isaac hunting for crab with his Dad, looking for artifacts around his house with his metal detector, and having fun with his younger cousin, Conner.     

Lily Hersch

 The Crest Academy, Salida, Colo.

The Phone Call

Dear Grandpa,

In my short span of life—12 years so far—you’ve taught me a lot of important life lessons that I’ll always have with me. Some of the values I talk about in this writing I’ve learned from you.

Dedicated to my Gramps.

In the YES! Magazine article “Three Things That Matter Most in Youth and Old Age,” author and photographer Nancy Hill asked people to name the three things that mattered most to them. After reading the essay prompt for the article, I immediately knew who I wanted to interview: my grandpa Gil.      

My grandpa was born on January 25, 1942. He lived in a minuscule tenement in The Bronx with his mother,

father, and brother. His father wasn’t around much, and, when he was, he was reticent and would snap occasionally, revealing his constrained mental pain. My grandpa says this happened because my great grandfather did not have a father figure in his life. His mother was a classy, sharp lady who was the head secretary at a local police district station. My grandpa and his brother Larry did not care for each other. Gramps said he was very close to his mother, and Larry wasn’t. Perhaps Larry was envious for what he didn’t have.

Decades after little to no communication with his brother, my grandpa decided to spontaneously visit him in Florida, where he resided with his wife. Larry was taken aback at the sudden reappearance of his brother and told him to leave. Since then, the two brothers have not been in contact. My grandpa doesn’t even know if Larry is alive.         

My grandpa is now a retired lawyer, married to my wonderful grandma, and living in a pretty house with an ugly dog named BoBo.

So, what’s important to you, Gramps?

He paused a second, then replied, “Family, kindness, and empathy.”

“Family, because it’s my family. It’s important to stay connected with your family. My brother, father, and I never connected in the way I wished, and sometimes I contemplated what could’ve happened.  But you can’t change the past. So, that’s why family’s important to me.”

Family will always be on my “Top Three Most Important Things” list, too. I can’t imagine not having my older brother, Zeke, or my grandma in my life. I wonder how other kids feel about their families? How do kids trapped and separated from their families at the U.S.-Mexico border feel?  What about orphans? Too many questions, too few answers.

“Kindness, because growing up and not seeing a lot of kindness made me realize how important it is to have that in the world. Kindness makes the world go round.”

What is kindness? Helping my brother, Eli, who has Down syndrome, get ready in the morning? Telling people what they need to hear, rather than what they want to hear? Maybe, for now, I’ll put wisdom, not kindness, on my list.

“Empathy, because of all the killings and shootings [in this country.] We also need to care for people—people who are not living in as good circumstances as I have. Donald Trump and other people I’ve met have no empathy. Empathy is very important.”

Empathy is something I’ve felt my whole life. It’ll always be important to me like it is important to my grandpa. My grandpa shows his empathy when he works with disabled children. Once he took a disabled child to a Christina Aguilera concert because that child was too young to go by himself. The moments I feel the most empathy are when Eli gets those looks from people. Seeing Eli wonder why people stare at him like he’s a freak makes me sad, and annoyed that they have the audacity to stare.

After this 2 minute and 36-second phone call, my grandpa has helped me define what’s most important to me at this time in my life: family, wisdom, and empathy. Although these things are important now, I realize they can change and most likely will.

When I’m an old woman, I envision myself scrambling through a stack of storage boxes and finding this paper. Perhaps after reading words from my 12-year-old self, I’ll ask myself “What’s important to me?”

Lily Hersch is a sixth-grader at Crest Academy in Salida, Colorado. Lily is an avid indoorsman, finding joy in competitive spelling, art, and of course, writing. She does not like Swiss cheese.

  “Tell It Like It Is” Interview Winner

Jonas Buckner

KIPP: Gaston College Preparatory, Gaston, N.C.

Lessons My Nana Taught Me

I walked into the house. In the other room, I heard my cousin screaming at his game. There were a lot of Pioneer Woman dishes everywhere. The room had the television on max volume. The fan in the other room was on. I didn’t know it yet, but I was about to learn something powerful.

I was in my Nana’s house, and when I walked in, she said, “Hey Monkey Butt.”

I said, “Hey Nana.”

Before the interview, I was talking to her about what I was gonna interview her on. Also, I had asked her why I might have wanted to interview her, and she responded with, “Because you love me, and I love you too.”

Now, it was time to start the interview. The first

question I asked was the main and most important question ever: “What three things matter most to you and you only?”

She thought of it very thoughtfully and responded with, “My grandchildren, my children, and my health.”

Then, I said, “OK, can you please tell me more about your health?”

She responded with, “My health is bad right now. I have heart problems, blood sugar, and that’s about it.” When she said it, she looked at me and smiled because she loved me and was happy I chose her to interview.

I replied with, “K um, why is it important to you?”

She smiled and said, “Why is it…Why is my health important? Well, because I want to live a long time and see my grandchildren grow up.”

I was scared when she said that, but she still smiled. I was so happy, and then I said, “Has your health always been important to you.”

She responded with “Nah.”

Then, I asked, “Do you happen to have a story to help me understand your reasoning?”

She said, “No, not really.”

Now we were getting into the next set of questions. I said, “Remember how you said that your grandchildren matter to you? Can you please tell me why they matter to you?”

Then, she responded with, “So I can spend time with them, play with them, and everything.”

Next, I asked the same question I did before: “Have you always loved your grandchildren?” 

She responded with, “Yes, they have always been important to me.”

Then, the next two questions I asked she had no response to at all. She was very happy until I asked, “Why do your children matter most to you?”

She had a frown on and responded, “My daughter Tammy died a long time ago.”

Then, at this point, the other questions were answered the same as the other ones. When I left to go home I was thinking about how her answers were similar to mine. She said health, and I care about my health a lot, and I didn’t say, but I wanted to. She also didn’t have answers for the last two questions on each thing, and I was like that too.

The lesson I learned was that no matter what, always keep pushing because even though my aunt or my Nana’s daughter died, she kept on pushing and loving everyone. I also learned that everything should matter to us. Once again, I chose to interview my Nana because she matters to me, and I know when she was younger she had a lot of things happen to her, so I wanted to know what she would say. The point I’m trying to make is that be grateful for what you have and what you have done in life.

Jonas Buckner is a sixth-grader at KIPP: Gaston College Preparatory in Gaston, North Carolina. Jonas’ favorite activities are drawing, writing, math, piano, and playing AltSpace VR. He found his passion for writing in fourth grade when he wrote a quick autobiography. Jonas hopes to become a horror writer someday.

From The Author: Responses to Student Winners

Dear Emily, Isaac, Antonia, Rory, Praethong, Amanda, Lily, and Jonas,

Your thought-provoking essays sent my head spinning. The more I read, the more impressed I was with the depth of thought, beauty of expression, and originality. It left me wondering just how to capture all of my reactions in a single letter. After multiple false starts, I’ve landed on this: I will stick to the theme of three most important things.

The three things I found most inspirational about your essays:

You listened.

You connected.

We live in troubled times. Tensions mount between countries, cultures, genders, religious beliefs, and generations. If we fail to find a way to understand each other, to see similarities between us, the future will be fraught with increased hostility.

You all took critical steps toward connecting with someone who might not value the same things you do by asking a person who is generations older than you what matters to them. Then, you listened to their answers. You saw connections between what is important to them and what is important to you. Many of you noted similarities, others wondered if your own list of the three most important things would change as you go through life. You all saw the validity of the responses you received and looked for reasons why your interviewees have come to value what they have.

It is through these things—asking, listening, and connecting—that we can begin to bridge the differences in experiences and beliefs that are currently dividing us.

Individual observations

Each one of you made observations that all of us, regardless of age or experience, would do well to keep in mind. I chose one quote from each person and trust those reading your essays will discover more valuable insights.

“Our priorities may seem different, but they come back to basic human needs. We all desire a purpose, strive to be happy, and work to make a positive impact.” 

“You can’t judge a person by what you think , you can only judge a person by what you know .”

Emily (referencing your interviewee, who is battling cancer):

“Master Chief Petty Officer James has shown me how to appreciate what I have around me.”

Lily (quoting your grandfather):

“Kindness makes the world go round.”

“Everything should matter to us.”

Praethong (quoting your interviewee, Sandra, on the importance of family):

“It’s important to always maintain that connection you have with each other, your family, not just next-door neighbors you talk to once a month.”

“I wonder if maybe we relearn what is most important when we grow older. That the pressure to be successful subsides and that valuing family, health, and happiness is what ends up saving the world.”

“Listen to what others have to say. Listen to the people who have already experienced hardship. You will learn from them and you can even make their day by giving them a chance to voice their thoughts.”

I end this letter to you with the hope that you never stop asking others what is most important to them and that you to continue to take time to reflect on what matters most to you…and why. May you never stop asking, listening, and connecting with others, especially those who may seem to be unlike you. Keep writing, and keep sharing your thoughts and observations with others, for your ideas are awe-inspiring.

I also want to thank the more than 1,000 students who submitted essays. Together, by sharing what’s important to us with others, especially those who may believe or act differently, we can fill the world with joy, peace, beauty, and love.

We received many outstanding essays for the Winter 2019 Student Writing Competition. Though not every participant can win the contest, we’d like to share some excerpts that caught our eye:

Whether it is a painting on a milky canvas with watercolors or pasting photos onto a scrapbook with her granddaughters, it is always a piece of artwork to her. She values the things in life that keep her in the moment, while still exploring things she may not have initially thought would bring her joy.

—Ondine Grant-Krasno, Immaculate Heart Middle School, Los Angeles, Calif.

“Ganas”… It means “desire” in Spanish. My ganas is fueled by my family’s belief in me. I cannot and will not fail them. 

—Adan Rios, Lane Community College, Eugene, Ore.

I hope when I grow up I can have the love for my kids like my grandma has for her kids. She makes being a mother even more of a beautiful thing than it already is.

—Ashley Shaw, Columbus City Prep School for Girls, Grove City, Ohio

You become a collage of little pieces of your friends and family. They also encourage you to be the best you can be. They lift you up onto the seat of your bike, they give you the first push, and they don’t hesitate to remind you that everything will be alright when you fall off and scrape your knee.

— Cecilia Stanton, Bellafonte Area Middle School, Bellafonte, Pa.

Without good friends, I wouldn’t know what I would do to endure the brutal machine of public education.

—Kenneth Jenkins, Garrison Middle School, Walla Walla, Wash.

My dog, as ridiculous as it may seem, is a beautiful example of what we all should aspire to be. We should live in the moment, not stress, and make it our goal to lift someone’s spirits, even just a little.

—Kate Garland, Immaculate Heart Middle School, Los Angeles, Calif. 

I strongly hope that every child can spare more time to accompany their elderly parents when they are struggling, and moving forward, and give them more care and patience. so as to truly achieve the goal of “you accompany me to grow up, and I will accompany you to grow old.”

—Taiyi Li, Lane Community College, Eugene, Ore.

I have three cats, and they are my brothers and sisters. We share a special bond that I think would not be possible if they were human. Since they do not speak English, we have to find other ways to connect, and I think that those other ways can be more powerful than language.

—Maya Dombroskie, Delta Program Middle School, Boulsburg, Pa.

We are made to love and be loved. To have joy and be relational. As a member of the loneliest generation in possibly all of history, I feel keenly aware of the need for relationships and authentic connection. That is why I decided to talk to my grandmother.

—Luke Steinkamp, Kent State University, Kent, Ohio

After interviewing my grandma and writing my paper, I realized that as we grow older, the things that are important to us don’t change, what changes is why those things are important to us.

—Emily Giffer, Our Lady Star of the Sea, Grosse Pointe Woods, Mich.

The media works to marginalize elders, often isolating them and their stories, and the wealth of knowledge that comes with their additional years of lived experiences. It also undermines the depth of children’s curiosity and capacity to learn and understand. When the worlds of elders and children collide, a classroom opens.

—Cristina Reitano, City College of San Francisco, San Francisco, Calif.

My values, although similar to my dad, only looked the same in the sense that a shadow is similar to the object it was cast on.

—Timofey Lisenskiy, Santa Monica High School, Santa Monica, Calif.

I can release my anger through writing without having to take it out on someone. I can escape and be a different person; it feels good not to be myself for a while. I can make up my own characters, so I can be someone different every day, and I think that’s pretty cool.

—Jasua Carillo, Wellness, Business, and Sports School, Woodburn, Ore. 

Notice how all the important things in his life are people: the people who he loves and who love him back. This is because “people are more important than things like money or possessions, and families are treasures,” says grandpa Pat. And I couldn’t agree more.

—Brody Hartley, Garrison Middle School, Walla Walla, Wash.  

Curiosity for other people’s stories could be what is needed to save the world.

—Noah Smith, Kent State University, Kent, Ohio

Peace to me is a calm lake without a ripple in sight. It’s a starry night with a gentle breeze that pillows upon your face. It’s the absence of arguments, fighting, or war. It’s when egos stop working against each other and finally begin working with each other. Peace is free from fear, anxiety, and depression. To me, peace is an important ingredient in the recipe of life.

—JP Bogan, Lane Community College, Eugene, Ore.

From A Teacher

Charles Sanderson

Wellness, Business and Sports School, Woodburn, Ore. 

The Birthday Gift

I’ve known Jodelle for years, watching her grow from a quiet and timid twelve-year-old to a young woman who just returned from India, where she played Kabaddi, a kind of rugby meets Red Rover.

One of my core beliefs as an educator is to show up for the things that matter to kids, so I go to their games, watch their plays, and eat the strawberry jam they make for the county fair. On this occasion, I met Jodelle at a robotics competition to watch her little sister Abby compete. Think Nerd Paradise: more hats made from traffic cones than Golden State Warrior ball caps, more unicorn capes than Nike swooshes, more fanny packs with Legos than clutches with eyeliner.

We started chatting as the crowd chanted and waved six-foot flags for teams like Mystic Biscuits, Shrek, and everyone’s nemesis The Mean Machine. Apparently, when it’s time for lunch at a robotics competition, they don’t mess around. The once-packed gym was left to Jodelle and me, and we kept talking and talking. I eventually asked her about the three things that matter to her most.

She told me about her mom, her sister, and her addiction—to horses. I’ve read enough of her writing to know that horses were her drug of choice and her mom and sister were her support network.

I learned about her desire to become a teacher and how hours at the barn with her horse, Heart, recharge her when she’s exhausted. At one point, our rambling conversation turned to a topic I’ve known far too well—her father.

Later that evening, I received an email from Jodelle, and she had a lot to say. One line really struck me: “In so many movies, I have seen a dad wanting to protect his daughter from the world, but I’ve only understood the scene cognitively. Yesterday, I felt it.”

Long ago, I decided that I would never be a dad. I had seen movies with fathers and daughters, and for me, those movies might as well have been Star Wars, ET, or Alien—worlds filled with creatures I’d never know. However, over the years, I’ve attended Jodelle’s parent-teacher conferences, gone to her graduation, and driven hours to watch her ride Heart at horse shows. Simply, I showed up. I listened. I supported.

Jodelle shared a series of dad poems, as well. I had read the first two poems in their original form when Jodelle was my student. The revised versions revealed new graphic details of her past. The third poem, however, was something entirely different.

She called the poems my early birthday present. When I read the lines “You are my father figure/Who I look up to/Without being looked down on,” I froze for an instant and had to reread the lines. After fifty years of consciously deciding not to be a dad, I was seen as one—and it felt incredible. Jodelle’s poem and recognition were two of the best presents I’ve ever received.

I  know that I was the language arts teacher that Jodelle needed at the time, but her poem revealed things I never knew I taught her: “My father figure/ Who taught me/ That listening is for observing the world/ That listening is for learning/Not obeying/Writing is for connecting/Healing with others.”

Teaching is often a thankless job, one that frequently brings more stress and anxiety than joy and hope. Stress erodes my patience. Anxiety curtails my ability to enter each interaction with every student with the grace they deserve. However, my time with Jodelle reminds me of the importance of leaning in and listening.

In the article “Three Things That Matter Most in Youth and Old Age” by Nancy Hill, she illuminates how we “live among such remarkable people, yet few know their stories.” For the last twenty years, I’ve had the privilege to work with countless of these “remarkable people,” and I’ve done my best to listen, and, in so doing, I hope my students will realize what I’ve known for a long time; their voices matter and deserve to be heard, but the voices of their tias and abuelitos and babushkas are equally important. When we take the time to listen, I believe we do more than affirm the humanity of others; we affirm our own as well.

Charles Sanderson has grounded his nineteen-year teaching career in a philosophy he describes as “Mirror, Window, Bridge.” Charles seeks to ensure all students see themselves, see others, and begin to learn the skills to build bridges of empathy, affinity, and understanding between communities and cultures that may seem vastly different. He proudly teaches at the Wellness, Business and Sports School in Woodburn, Oregon, a school and community that brings him joy and hope on a daily basis.

From   The Author: Response to Charles Sanderson

Dear Charles Sanderson,

Thank you for submitting an essay of your own in addition to encouraging your students to participate in YES! Magazine’s essay contest.

Your essay focused not on what is important to you, but rather on what is important to one of your students. You took what mattered to her to heart, acting upon it by going beyond the school day and creating a connection that has helped fill a huge gap in her life. Your efforts will affect her far beyond her years in school. It is clear that your involvement with this student is far from the only time you have gone beyond the classroom, and while you are not seeking personal acknowledgment, I cannot help but applaud you.

In an ideal world, every teacher, every adult, would show the same interest in our children and adolescents that you do. By taking the time to listen to what is important to our youth, we can help them grow into compassionate, caring adults, capable of making our world a better place.

Your concerted efforts to guide our youth to success not only as students but also as human beings is commendable. May others be inspired by your insights, concerns, and actions. You define excellence in teaching.

Get Stories of Solutions to Share with Your Classroom

Teachers save 50% on YES! Magazine.

Inspiration in Your Inbox

Get the free daily newsletter from YES! Magazine: Stories of people creating a better world to inspire you and your students.

Home — Essay Samples — Psychology — Personality Psychology — Motivation

Essays on Motivation

🌟 the importance of writing a motivation essay 📝.

Motivation is like that extra sprinkle of magic dust that gives us the boost we need to achieve our goals and dreams ✨✨. It's the driving force behind our actions and the fuel that keeps us going when things get tough. Writing an essay about motivation allows us to delve deeper into this fascinating topic and explore its various aspects. So, why not grab your pen (or keyboard) and let's dive into the world of motivation! 💪📚

🔍 Choosing the Perfect Motivation Essay Topic 🤔

When it comes to choosing a topic for your motivation essay, there are a few things to consider. First, think about what aspect of motivation you find most intriguing. Is it personal motivation, motivation in the workplace, or maybe the psychology behind motivation? Once you have a general idea, narrow it down further to a specific angle that interests you the most.

💡 Motivation Argumentative Essay 💪📝

An argumentative essay on motivation requires you to take a stance and provide evidence to support your viewpoint. Here are ten exciting topics to get those creative juices flowing:

• The role of intrinsic motivation in academic success
• The impact of extrinsic rewards on employee motivation
• Does social media affect motivation levels in teenagers?
• The connection between motivation and self-esteem
• How does motivation differ between genders?
• The influence of music on motivation levels
• Does money truly motivate people in the workplace?
• The effects of positive reinforcement on motivation
• The link between motivation and mental health
• How does goal-setting impact motivation?

🌪️ Motivation Cause and Effect Essay 📝

In a cause and effect essay, you explore the reasons behind certain motivations and their outcomes. Here are ten thought-provoking topics to consider:

• The causes and effects of procrastination on motivation
• How does a lack of motivation impact academic performance?
• The relationship between motivation and success in sports
• The effects of parental motivation on children's achievements
• How does motivation affect mental well-being?
• The causes and effects of burnout on motivation levels
• The impact of motivation on work-life balance
• How does motivation affect creativity and innovation?
• The causes and effects of peer pressure on motivation
• The relationship between motivation and goal attainment

💬 Motivation Opinion Essay 💭📝

In an opinion essay, you express your personal thoughts and beliefs about motivation. Here are ten intriguing topics to spark your imagination:

• Is self-motivation more effective than external motivation?
• Are rewards a necessary form of motivation?
• Should schools focus more on intrinsic motivation?
• The role of motivation in achieving work-life balance
• Is motivation a learned behavior or innate?
• The impact of motivation on personal growth and development
• Does motivation play a significant role in overcoming obstacles?
• Is fear an effective motivator?
• The role of motivation in maintaining a healthy lifestyle
• Can motivation be sustained in the long term?

📚 Motivation Informative Essay 🧠📝

An informative essay on motivation aims to educate and provide valuable insights. Here are ten fascinating topics to explore:

• The psychology behind motivation and its theories
• How to stay motivated in challenging times
• The impact of motivation on personal and professional success
• Motivation techniques for achieving fitness goals
• The role of motivation in leadership and management
• Motivation in the context of mental health and well-being
• The history of motivation research and key figures
• Motivation strategies for students and educators
• Motivation and its connection to creativity and innovation
• Motivation in different cultural and societal contexts

📜 Thesis Statement Examples 📜

Here are a few thesis statement examples to inspire your motivation essay:

• 1. "Motivation, whether intrinsic or extrinsic, plays a pivotal role in driving individuals towards achieving their goals and aspirations."
• 2. "This essay explores the multifaceted nature of motivation, examining its psychological underpinnings, societal influences, and practical applications."
• 3. "In a world filled with challenges and opportunities, understanding the mechanisms of motivation empowers individuals to overcome obstacles and reach new heights of success."

📝 Introduction Paragraph Examples 📝

Here are some introduction paragraph examples for your motivation essay:

• 1. "Motivation is the driving force behind human actions, the invisible hand that propels us toward our goals. It is the spark that ignites the fire of determination within us, pushing us to overcome obstacles and realize our dreams."
• 2. "In a world where challenges often outnumber opportunities, motivation serves as the compass guiding us through life's intricate maze. It is the unwavering belief in our abilities and the fuel that keeps our ambitions burning bright."
• 3. "Picture a world without motivation—a world where dreams remain unfulfilled, talents remain hidden, and aspirations remain dormant. Fortunately, we do not live in such a world, and this essay delves into the profound impact of motivation on human lives."

🔚 Conclusion Paragraph Examples 📝

Here are some conclusion paragraph examples for your motivation essay:

• 1. "As we conclude this journey through the realm of motivation, let us remember that it is the driving force behind our accomplishments, the cornerstone of our achievements. With unwavering motivation, we can surmount any obstacle and turn our aspirations into reality."
• 2. "In the grand tapestry of human existence, motivation weaves the threads of determination, perseverance, and success. This essay's culmination serves as a testament to the enduring power of motivation and its ability to shape our destinies."
• 3. "As we bid farewell to this exploration of motivation, let us carry forward the knowledge that motivation is not just a concept but a potent force that propels us toward greatness. With motivation as our guide, we can continue to chase our dreams and conquer new horizons."

The Puzzle of Motivation Analysis

Team captain speech, made-to-order essay as fast as you need it.

Each essay is customized to cater to your unique preferences

+ experts online

Brutus Character Analysis

Finding of what motivates you: nick vujicic, motivation letter (bachelor of business administration), the main types of motivation, let us write you an essay from scratch.

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Motivation and Its Various Types

Pushing beyond limits: finding motivation to succeed, my motivation to study medical/health administration, life as a student-athlete, get a personalized essay in under 3 hours.

Expert-written essays crafted with your exact needs in mind

Learning Styles and Motivation Reflection 

My motivation to undergo a masters program in business, entrepreneurship, and technology, my letter of motivation: electrical and electronics engineering, assessment of my motivation and values, overview of the motivational theories for business, autonomy, mastery, and purpose: motivation, applying work motivation theories to business situations, drive-reduction theory and motivation, the impact of motivation and affect on judgement, my motivation to study biomedical engineering in the netherlands, research of the theories of motivation: expectancy theory and the equity theory, understanding of my personal motivation, the motivation letter for you, herzberg two-factor theory of motivation, motivation in different aspects of our lives, the importance of motivation in human resource management, my motivation to get a bachelor degree in nursing, my potential and motivation to excel in the field of medicine, my motivational letter: mechanical engineering, motivation letter for computer science scholarship.

Motivation is what explains why people or animals initiate, continue or terminate a certain behavior at a particular time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behavior.

There are four main tyoes of motivation: Intrinsic, extrinsic, unconscious, and conscious.

Theories articulating the content of motivation: Maslow's hierarchy of needs, Herzberg's two-factor theory, Alderfer's ERG theory, Self-Determination Theory, Drive theory.

Relevant topics

• Growth Mindset
• Procrastination

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Bibliography

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

How to Motivate Students: 12 Classroom Tips & Examples

Inspire. Instill drive. Incite excitement. Stimulate curiosity.

These are all common goals for many educators. However, what can you do if your students lack motivation? How do you light that fire and keep it from burning out?

This article will explain and provide examples of both intrinsic and extrinsic motivation in the classroom. Further, we will provide actionable methods to use right now in your classroom to motivate the difficult to motivate. Let’s get started!

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free . These detailed, science-based exercises will help you or your students create actionable goals and master techniques to create lasting behavior change.

This Article Contains:

The science of motivation explained, how to motivate students in the classroom, 9 ways teachers can motivate students, encouraging students to ask questions: 3 tips, motivating students in online classes, helpful resources from positivepsychology.com, a take-home message.

Goal-directed activities are started and sustained by motivation. “Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation” (Schunk & DiBenedetto, 2020). There are two types of motivation: intrinsic and extrinsic.

Intrinsic motivation is internal to a person.

For example, you may be motivated to achieve satisfactory grades in a foreign language course because you genuinely want to become fluent in the language. Students like this are motivated by their interest, enjoyment, or satisfaction from learning the material.

Not surprisingly, intrinsic motivation is congruous with higher performance and predicts student performance and higher achievement (Ryan & Deci, 2020).

Extrinsic motivation is derived from a more external source and involves a contingent reward (Benabou & Tirole, 2003).

For example, a student may be motivated to achieve satisfactory grades in a foreign language course because they receive a tangible reward or compliments for good grades. Their motivation is fueled by earning external rewards or avoiding punishments. Rewards may even include approval from others, such as parents or teachers.

Self-determination theory addresses the why of behavior and asserts that there are various motivation types that lie on a continuum, including external motivation, internal motivation, and amotivation (Sheehan et al., 2018).

• Relatedness

Student autonomy is the ownership they take of their learning or initiative.

Generate students’ autonomy by involving them in decision-making. Try blended learning, which combines whole class lessons with independent learning. Teach accountability by holding students accountable and modeling and thinking aloud your own accountability.

In addressing competence, students must feel that they can succeed and grow. Assisting students in developing their self-esteem is critical. Help students see their strengths and refer to their strengths often. Promote a kid’s growth mindset .

Relatedness refers to the students’ sense of belonging and connection. Build this by establishing relationships. Facilitate peer connections by using team-building exercises and encouraging collaborative learning. Develop your own relationship with each student. Explore student interests to develop common ground.

Download 3 Free Goals Exercises (PDF)

These detailed, science-based exercises will help you or your clients create actionable goals and master techniques for lasting behavior change.

Download 3 Free Goals Pack (PDF)

By filling out your name and email address below.

• Email Address *
• Your Expertise * Your expertise Therapy Coaching Education Counseling Business Healthcare Other
• Name This field is for validation purposes and should be left unchanged.

Motivating students while teaching a subject and providing classroom management is definitely a juggling act. Try introducing a few of the suggestions below and see what happens.

Relationships

First and foremost, it is critical to develop relationships with your students. When students begin formal schooling, they need to develop quality relationships, as interpersonal relationships in the school setting influence children’s development and positively impact student outcomes, which includes their motivation to learn, behavior, and cognitive skills (McFarland et al., 2016).

Try administering interest inventories at the beginning of the school year. Make a point to get to know each student and demonstrate your interest by asking them about their weekend, sports game, or other activities they may participate in.

Physical learning environment

Modify the physical learning environment. Who says students need to sit in single-file rows all facing the front of the room or even as desks for that matter?

Flexible seating is something you may want to try. Students who are comfortable in a learning space are better engaged, which leads to more meaningful, impactful learning experiences (Cole et al., 2021). You may try to implement pillows, couches, stools, rocking chairs, rolling chairs, bouncing chairs, or even no chairs at all.

Include parents

Involve parents and solicit their aid to help encourage students. Parents are a key factor in students’ motivation (Tóth-Király et al., 2022).

It is important to develop your relationship with these crucial allies. Try making positive phone calls home prior to the negative phone calls to help build an effective relationship. Involve parents by sending home a weekly newsletter or by inviting them into your classroom for special events. Inform them that you are a team and have the same goals for their child.

The relevance of the material is critical for instilling motivation. Demonstrating why the material is useful or tying the material directly to students’ lives is necessary for obtaining student interest.

It would come as no surprise that if a foreign language learner is not using relevant material, it will take longer for that student to acquire the language and achieve their goals (Shatz, 2014). If students do not understand the importance or real-world application for what they are learning, they may not be motivated to learn.

Student-centered learning

Student-centered learning approaches have been proven to be more effective than teacher-centered teaching approaches (Peled et al., 2022).

A student-centered approach engages students in the learning process, whereas a teacher-centered approach involves the teacher delivering the majority of the information. This type of teaching requires students to construct meaning from new information and prior experience.

Give students autonomy and ownership of what they learn. Try enlisting students as the directors of their own learning and assign project-based learning activities.

Find additional ways to integrate technology. Talk less and encourage the students to talk more. Involving students in decision-making and providing them opportunities to lead are conducive to a student-centered learning environment.

Collaborative learning

Collaborative learning is definitely a strategy to implement in the classroom. There are both cognitive and motivational benefits to collaborative learning (Järvelä et al., 2010), and social learning theory is a critical lens with which to examine motivation in the classroom.

You may try assigning group or partner work where students work together on a common task. This is also known as cooperative learning. You may want to offer opportunities for both partner and small group work. Allowing students to choose their partners or groups and assigning partners or groups should also be considered.

Alternative answering

Have you ever had a difficult time getting students to answer your questions? Who says students need to answer verbally? Try using alternative answering methods, such as individual whiteboards, personal response systems such as “clickers,” or student response games such as Kahoot!

Quizlet is also an effective method for obtaining students’ answers (Setiawan & Wiedarti, 2020). Using these tools allows every student to participate, even the timid students, and allows the teacher to perform a class-wide formative assessment on all students.

New teaching methods

Vary your teaching methods. If you have become bored with the lessons you are delivering, it’s likely that students have also become bored.

Try new teaching activities, such as inviting a guest speaker to your classroom or by implementing debates and role-play into your lessons. Teacher and student enjoyment in the classroom are positively linked, and teachers’ displayed enthusiasm affects teacher and student enjoyment (Frenzel et al., 2009).

Perhaps check out our article on teacher burnout to reignite your spark in the classroom. If you are not enjoying yourself, your students aren’t likely to either.

Aside from encouraging students to answer teacher questions, prompting students to ask their own questions can also be a challenge.

When students ask questions, they demonstrate they are thinking about their learning and are engaged. Further, they are actively filling the gaps in their knowledge. Doğan and Yücel-Toy (2020, p. 2237) posit:

“The process of asking questions helps students understand the new topic, realize others’ ideas, evaluate their own progress, monitor learning processes, and increase their motivation and interest on the topic by arousing curiosity.”

Student-created questions are critical to an effective learning environment. Below are a few tips to help motivate students to ask questions.

Instill confidence and a safe environment

Students need to feel safe in their classrooms. A teacher can foster this environment by setting clear expectations of respect between students. Involve students in creating a classroom contract or norms.

Refer to your classroom’s posted contract or norms periodically to review student expectations. Address any deviation from these agreements and praise students often. Acknowledge all students’ responses, no matter how wild or off-topic they may be.

Graphic organizers

Provide students with graphic organizers such as a KWL chart. The KWL chart helps students organize what they already Know , what they Want to learn, and what they Learned .

Tools such as these will allow students to process their thinking and grant them time to generate constructive questions. Referring to this chart will allow more timid students to share their questions.

Although intrinsic motivation is preferred (Ryan & Deci, 2020), incentives should also be used when appropriate. Token systems, where students can exchange points for items, are an effective method for improving learning and positively affecting student behavior (Homer et al., 2018).

Tangible and intangible incentives may be used to motivate students if they have not developed intrinsic motivation. Intangible items may include lunch with the teacher, a coupon to only complete half of an assignment, or a show-and-tell session. Of course, a good old-fashioned treasure box may help as well.

If students are unwilling to ask questions in front of the class, try implementing a large poster paper where students are encouraged to use sticky notes to write down their questions. Teachers may refer to the questions and answer them at a separate time. This practice is called a “parking lot.” Also, consider allowing students to share questions in small groups or with partners.

Student motivation: how to motivate students to learn

Just as in the face-to-face setting, relationships are crucial for online student motivation as well. Build relationships by getting to know your students’ interests. Determining student interests will also be key in the virtual environment.

Try incorporating a show-and-tell opportunity where students can display and talk about objects from around their home that are important to them. Peer-to-peer relationships should also be encouraged, and accomplishing this feat in an online class can be difficult. Here is a resource you can use to help plan team-building activities to bring your students together.

Game-based response systems such as Kahoot! may increase motivation. These tools use gamification to encourage motivation and engagement.

Incentives may also be used in the computer-based setting. Many schools have opted to use Positive Behavior Interventions and Supports Rewards . This curriculum nurtures a positive school culture and aims to improve student behavior. Points are earned by students meeting expectations and can be exchanged for items in an online store.

To further develop strong relationships with students and parents, remark on the relevancy of the materials and instill a student-centered learning approach that addresses autonomy. You may also wish to include alternative means of answering questions, vary your teaching methods, and implement collaborative learning.

17 Tools To Increase Motivation and Goal Achievement

These 17 Motivation & Goal Achievement Exercises [PDF] contain all you need to help others set meaningful goals, increase self-drive, and experience greater accomplishment and life satisfaction.

Created by Experts. 100% Science-based.

We have many useful articles and worksheets you can use with your students. To get an excellent start on the foundations of motivation, we recommend our article What Is Motivation? A Psychologist Explains .

If you’re curious about intrinsic motivation, you may be interested in What Is Intrinsic Motivation? 10 Examples and Factors Explained . And if you wish to learn more about extrinsic motivation, What Is Extrinsic Motivation? 9 Everyday Examples and Activities may be of interest to you.

Perhaps using kids’ reward coupons such as these may help increase motivation. Teachers could modify the coupons to fit their classroom or share these exact coupons with parents at parent–teacher conferences to reinforce children’s efforts at school .

For some students, coloring is an enjoyable and creative outlet. Try using a coloring sheet such as this Decorating Cookies worksheet for when students complete their work or as a reward for good behavior.

These 17 Motivation and Goal Achievement Exercises were designed for professionals to help others turn their dreams into reality by applying the latest science-based behavioral change techniques. You can consider these exercises to better understand your own motivation or tweak some activities for younger learners.

“The task of the modern educator is not to cut down jungles, but to irrigate deserts.”

C. S. Lewis

While we know how challenging it is to motivate students while teaching our specific subjects and attending to classroom management, we also understand the importance of motivation.

You will have some students enter your classroom with unequivocally developed intrinsic motivation, and you will have students enter your classroom with absolutely no motivation.

Teachers have to be able to teach everyone who walks into their classroom and incite motivation in those who have no motivation at all. Motivating the difficult to motivate is challenging; however, it can be done.

As Plutarch asserted, it is better to think of education as “a fire to be kindled” as opposed to “a vessel to be filled.” In addressing the needs of students with little to no motivation, it will take more time, patience, and understanding; however, implementing a few of these strategies will put you on the fast track to lighting that fire.

We hope you enjoyed reading this article. Don’t forget to download our three Goal Achievement Exercises for free .

• Benabou, R., & Tirole, J. (2003). Intrinsic and extrinsic motivation. The Review of Economic Studies , 70 (3), 489–495
• Cole, K., Schroeder, K., Bataineh, M., & Al-Bataineh, A. (2021). Flexible seating impact on classroom environment. Turkish Online Journal of Educational Technology-TOJET , 20 (2), 62–74.
• Doğan, F., & Yücel-Toy, B. (2020). Development of an attitude scale towards asking questions for elementary education students. Ilkogretim Online, 19 (4), 2237–2248.
• Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology , 101 (3), 705–716.
• Homer, R., Hew, K. F., & Tan, C. Y. (2018). Comparing digital badges-and-points with classroom token systems: Effects on elementary school ESL students’ classroom behavior and English learning. Journal of Educational Technology & Society , 21 (1), 137–151.
• Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational Psychologist , 45 (1), 15–27.
• Kippers, W. B., Wolterinck, C. H., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018). Teachers’ views on the use of assessment for learning and data-based decision making in classroom practice. Teaching and Teacher Education , 75 , 199–213.
• McFarland, L., Murray, E., & Phillipson, S. (2016). Student–teacher relationships and student self-concept: Relations with teacher and student gender. Australian Journal of Education , 60 (1), 5–25.
• Peled, Y., Blau, I., & Grinberg, R. (2022). Crosschecking teachers’ perspectives on learning in a one-to-one environment with their actual classroom behavior: A longitudinal study. Education and Information Technologies , 1–24.
• Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology , 61 , 101860.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology , 60 , 101832.
• Setiawan, M. R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students’ motivation in learning vocabulary. Studies in English Language and Education , 7 (1), 83–95.
• Shatz, I. (2014). Parameters for assessing the effectiveness of language learning strategies. Journal of Language and Cultural Education , 2 (3), 96–103.
• Sheehan, R. B., Herring, M. P., & Campbell, M. J. (2018). Associations between motivation and mental health in sport: A test of the hierarchical model of intrinsic and extrinsic motivation. Frontiers in Psychology , 9 , 707.
• Tóth-Király, I., Morin, A. J., Litalien, D., Valuch, M., Bőthe, B., Orosz, G., & Rigó, A. (2022). Self-determined profiles of academic motivation. Motivation and Emotion , 1–19.

Share this article:

Article feedback

What our readers think.

Thank you so much for this informative and interesting article .

Nice blog thanks for sharing..!

I will think about this ever day.

Thanks a lot, that was great!

Very educative and interesting thank a lot for the article

Very nice and informative.

Dear Dr. Tiffany, many thanks for this very useful article.

Let us know your thoughts Cancel reply

Your email address will not be published.

Save my name, email, and website in this browser for the next time I comment.

Related articles

Learning Disabilities: 9 Types, Symptoms & Tests

Albert Einstein, Winston Churchill, Sylvester Stalone, Thomas Edison, and Keanu Reeves. What do all of these individuals have in common? They have all been diagnosed [...]

Best Courses for Counselors to Grow & Develop Your Skills

Counselors come from a great variety of backgrounds often with roots in a range of helping professions. Every counselor needs to keep abreast of the [...]

How to Apply Social-Emotional Learning Activities in Education

As a teacher, your training may have focused more on academia than teaching social skills. Now in the classroom, you face the challenge of implementing [...]

Read other articles by their category

• Body & Brain (49)
• Coaching & Application (58)
• Compassion (25)
• Counseling (51)
• Emotional Intelligence (23)
• Gratitude (18)
• Grief & Bereavement (21)
• Happiness & SWB (40)
• Meaning & Values (26)
• Meditation (20)
• Mindfulness (44)
• Motivation & Goals (45)
• Optimism & Mindset (34)
• Positive CBT (30)
• Positive Communication (20)
• Positive Education (47)
• Positive Emotions (32)
• Positive Leadership (18)
• Positive Parenting (15)
• Positive Psychology (34)
• Positive Workplace (37)
• Productivity (17)
• Relationships (43)
• Resilience & Coping (37)
• Self Awareness (21)
• Self Esteem (38)
• Strengths & Virtues (32)
• Stress & Burnout Prevention (34)
• Theory & Books (46)
• Therapy Exercises (37)
• Types of Therapy (64)

Download 3 Free Positive Psychology Tools Pack (PDF)

3 Positive Psychology Tools (PDF)

Center for Teaching

Motivating students.

Introduction

• Expectancy – Value – Cost Model

ARCS Model of Instructional Design

Self-determination theory, additional strategies for motivating students.

Fostering student motivation is a difficult but necessary aspect of teaching that instructors must consider. Many may have led classes where students are engaged, motivated, and excited to learn, but have also led classes where students are distracted, disinterested, and reluctant to engage—and, probably, have led classes that are a mix. What factors influence students’ motivation? How can instructors promote students’ engagement and motivation to learn? While there are nuances that change from student to student, there are also models of motivation that serve as tools for thinking through and enhancing motivation in our classrooms. This guide will look at three frameworks: the expectancy-value-cost model of motivation, the ARCS model of instructional design, and self-determination theory. These three models highlight some of the major factors that influence student motivation, often drawing from and demonstrating overlap among their frameworks. The aim of this guide is to explore some of the literature on motivation and offer practical solutions for understanding and enhancing student motivation.

Expectancy – Value – Cost Model

The purpose of the original expectancy-value model was to predict students’ achievement behaviors within an educational context. The model has since been refined to include cost as one of the three major factors that influence student motivation. Below is a description of the three factors, according to the model, that influence motivation.

• Expectancy refers to a student’s expectation that they can actually succeed in the assigned task. It energizes students because they feel empowered to meet the learning objectives of the course.
• Value involves a student’s ability to perceive the importance of engaging in a particular task. This gives meaning to the assignment or activity because students are clear on why the task or behavior is valuable.
• Cost points to the barriers that impede a student’s ability to be successful on an assignment, activity and/or the course at large. Therefore, students might have success expectancies and perceive high task value, however, they might also be aware of obstacles to their engagement or a potential negative affect resulting in performance of the task, which could decrease their motivation.

Three important questions to consider from the student perspective:

1. Expectancy – Can I do the task?

2. Value – Do I want to do the task?

• Intrinsic or interest value : the inherent enjoyment that an individual experiences from engaging in the task for its own sake.

• Utility value : the usefulness of the task in helping achieve other short term or long-term goals.

• Attainment value : the task affirms a valued aspect of an individual’s identity and meets a need that is important to the individual.

3. Cost – Am I free of barriers that prevent me from investing my time, energy, and resources into the activity?

It’s important to note that expectancy, value and cost are not shaped only when a student enters your classroom. These have been shaped over time by both individual and contextual factors. Each of your students comes in with an initial response, however there are strategies for encouraging student success, clarifying subject meaning and finding ways to mitigate costs that will increase your students’ motivation. Everyone may not end up at the same level of motivation, but if you can increase each student’s motivation, it will help the overall atmosphere and productivity of the course that you are teaching.

Strategies to Enhance Expectancy, Value, and Cost

Hulleman et. al (2016) summarize research-based sources that positively impact students’ expectancy beliefs, perceptions of task value, and perceptions of cost, which might point to useful strategies that instructors can employ.

Research-based sources of expectancy-related beliefs

Research-based sources of value, research-based sources of cost.

• Barron K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. International Encyclopedia of Social and Behavioral Sciences, 8 , 503-509.
• Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In A. A. Lipnevich et al. (Eds.), Psychosocial Skills and School Systems in the 21st Century . Switzerland: Springer International Publishing.

The ARCS model of instructional design was created to improve the motivational appeal of instructional materials. The ARCS model is grounded in an expectancy-value framework, which assumes that people are motivated to engage in an activity if it’s perceived to be linked to the satisfaction of personal needs and if there is a positive expectancy for success. The purpose of this model was to fill a gap in the motivation literature by providing a model that could more clearly allow instructors to identify strategies to help improve motivation levels within their students.

ARCS is an acronym that stands for four factors, according to the model, that influence student motivation: attention, relevance, confidence, and satisfaction.

• Attention refers to getting and sustaining student attention and directing attention to the appropriate stimuli.
• Relevance involves making instruction applicable to present and future career opportunities, showing that learning in it of itself is enjoyable, and/or focusing on process over product by satisfying students’ psychological needs (e.g., need for achievement, need for affiliation).
• Confidence includes helping students believe that some level of success is possible if effort is exerted.
• Satisfaction is attained by helping students feel good about their accomplishments and allowing them to exert some degree of control over the learning experience.

To use the ARCS instructional design model, these steps can be followed:

• Classify the problem
• Analyze audience motivation
• Prepare motivational objectives (i.e., identify which factor in the ARCS model to target based on the defined problem and audience analysis).
• Generate potential motivational strategies for each objective
• Select strategies that a) don’t take up too much instructional time; b) don’t detract from instructional objectives; c) fall within time and money constraints; d) are acceptable to the audience; and e) are compatible with the instructor’s personal style, preferences, and mode of instruction.
• Prepare motivational elements
• Integrate materials with instruction
• Conduct a developmental try-out
• Assess motivational outcomes

Strategies to Enhance Attention, Relevance, Confidence, and Satisfaction

Keller (1987) provides several suggestions for how instructors can positively impact students’ attention, perceived relevance, confidence, and satisfaction.

Attention Strategies

Incongruity, Conflict

• Introduce a fact that seems to contradict the learner’s past experience.
• Present an example that does not seem to exemplify a given concept.
• Introduce two equally plausible facts or principles, only one of which can be true.
• Play devil’s advocate.

Concreteness

• Show visual representations of any important object or set of ideas or relationships.
• Give examples of every instructionally important concept or principle.
• Use content-related anecdotes, case studies, biographies, etc.

Variability

• In stand up delivery, vary the tone of your voice, and use body movement, pauses, and props.
• Vary the format of instruction (information presentation, practice, testing, etc.) according to the attention span of the audience.
• Vary the medium of instruction (platform delivery, film, video, print, etc.).
• Break up print materials by use of white space, visuals, tables, different typefaces, etc.
• Change the style of presentation (humorous-serious, fast-slow, loud-soft, active-passive, etc.).
• Shift between student-instructor interaction and student-student interaction.
• Where appropriate, use plays on words during redundant information presentation.
• Use humorous introductions.
• Use humorous analogies to explain and summarize.
• Use creativity techniques to have learners create unusual analogies and associations to the content.
• Build in problem solving activities at regular interval.
• Give learners the opportunity to select topics, projects and assignments that appeal to their curiosity and need to explore.

Participation

• Use games, role plays, or simulations that require learner participation.

Relevance Strategies

• State explicitly how the instruction builds on the learner’s existing skills.
• Use analogies familiar to the learner from past experience.
• Find out what the learners’ interests are and relate them to the instruction.

Present Worth

• State explicitly the present intrinsic value of learning the content, as distinct from its value as a link to future goals.

Future Usefulness

• State explicitly how the instruction relates to future activities of the learner.
• Ask learners to relate the instruction to their own future goals (future wheel).

Need Matching

• To enhance achievement striving behavior, provide opportunities to achieve standards of excellence under conditions of moderate risk.
• To make instruction responsive to the power motive, provide opportunities for responsibility, authority, and interpersonal influence.
• To satisfy the need for affiliation, establish trust and provide opportunities for no-risk, cooperative interaction.
• Bring in alumni of the course as enthusiastic guest lecturers.
• In a self-paced course, use those who finish first as deputy tutors.
• Model enthusiasm for the subject taught.
• Provide meaningful alternative methods for accomplishing a goal.
• Provide personal choices for organizing one’s work.

Confidence Strategies

Learning Requirements

• Incorporate clearly stated, appealing learning goals into instructional materials.
• Provide self-evaluation tools which are based on clearly stated goals.
• Explain the criteria for evaluation of performance.
• Organize materials on an increasing level of difficulty; that is, structure the learning material to provide a “conquerable” challenge.

Expectations

• Include statements about the likelihood of success with given amounts of effort and ability.
• Teach students how to develop a plan of work that will result in goal accomplishment.
• Help students set realistic goals.

Attributions

• Attribute student success to effort rather than luck or ease of task when appropriate (i.e., when you know it’s true!).
• Encourage student efforts to verbalize appropriate attributions for both successes and failures.

Self-Confidence

• Allow students opportunity to become increasingly independent in learning and practicing a skill.
• Have students learn new skills under low risk conditions, but practice performance of well-learned tasks under realistic conditions.
• Help students understand that the pursuit of excellence does not mean that anything short of perfection is failure; learn to feel good about genuine accomplishment.

Satisfaction Strategies

Natural Consequences

• Allow a student to use a newly acquired skill in a realistic setting as soon as possible.
• Verbally reinforce a student’s intrinsic pride in accomplishing a difficult task.
• Allow a student who masters a task to help others who have not yet done so.

Unexpected Rewards

• Reward intrinsically interesting task performance with unexpected, non-contingent rewards.
• Reward boring tasks with extrinsic, anticipated rewards.

Positive Outcomes

• Give verbal praise for successful progress or accomplishment.
• Give personal attention to students.
• Provide informative, helpful feedback when it is immediately useful.
• Provide motivating feedback (praise) immediately following task performance.

Negative Influences

• Avoid the use of threats as a means of obtaining task performance.
• Avoid surveillance (as opposed to positive attention).
• Avoid external performance evaluations whenever it is possible to help the student evaluate his or her own work.
• Provide frequent reinforcements when a student is learning a new task.
• Provide intermittent reinforcement as a student becomes more competent at a task.
• Vary the schedule of reinforcements in terms of both interval and quantity.

Source: Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10 , 2-10.

Self-determination theory (SDT) is a macro-theory of human motivation, emotion, and development that is concerned with the social conditions that facilitate or hinder human flourishing. While applicable to many domains, the theory has been commonly used to understand what moves students to act and persist in educational settings. SDT focuses on the factors that influence intrinsic and extrinsic motivation, which primarily involves the satisfaction of basic psychological needs.

Basic Psychological Needs

SDT posits that human motivation is guided by the need to fulfill basic psychological needs for autonomy, competence, and relatedness.

• Autonomy refers to having a choice in one’s own individual behaviors and feeling that those behaviors stem from individual volition rather than from external pressure or control. In educational contexts, students feel autonomous when they are given options, within a structure, about how to perform or present their work.
• Competence refers to perceiving one’s own behaviors or actions as effective and efficient. Students feel competent when they are able to track their progress in developing skills or an understanding of course material. This is often fostered when students receive clear feedback regarding their progression in the class.
• Relatedness refers to feeling a sense of belonging, closeness, and support from others. In educational settings, relatedness is fostered when students feel connected, both intellectually and emotionally, to their peers and instructors in the class. This can often be accomplished through interactions that allow members of the class to get to know each other on a deeper, more personal level.

Continuum of Self-Determination

SDT also posits that motivation exists on a continuum. When an environment provides enough support for the satisfaction of the psychological needs of autonomy, competence and relatedness, an individual may experience self-determined forms of motivation: intrinsic motivation, integration, and identification. Self-determined motivation occurs when there is an internal perceived locus of causality (i.e., internal factors are the main driving force for the behavior). Integration and identification are also grouped as autonomous extrinsic motivation as the behavior is driven by internal and volitional choice.

Intrinsic motivation , which is the most self-determined type of motivation, occurs when individuals naturally and spontaneously perform behaviors as a result of genuine interest and enjoyment.

Integrated regulation is when individuals identify the importance of a behavior, integrate this behavior into their self-concept, and pursue activities that align with this self-concept.

Identified regulation is where people identify and recognize the value of a behavior, which then drives their action.

When an environment does not provide enough support for the satisfaction of autonomy, competence, and relatedness, an individual may experience non-self-determined forms of motivation: introjection and external regulation. Introjection and external regulation are grouped as controlled extrinsic motivation because people enact these behaviors due to external or internal pressures.

Introjected regulation occurs when individuals are controlled by internalized consequences administered by the individual themselves, such as pride, shame, or guilt.

External regulation is when people’s behaviors are controlled exclusively by external factors, such as rewards or punishments.

Finally, at the bottom of the continuum is amotivation, which is lowest form of motivation.

Amotivation exists when there is a complete lack of intention to behave and there is no sense of achievement or purpose when the behavior is performed.

Below is a figure depicting the continuum of self-determination taken from Lonsdale, Hodge, and Rose (2009).

Although having intrinsically motivated students would be the ultimate goal, it may not be a practical one within educational settings. That’s because there are several tasks that are required of students to meet particular learning objectives that may not be inherently interesting or enjoyable. Instead, instructors can employ various strategies to satisfy students’ basic psychological needs, which should move their level of motivation along the continuum, and hopefully lead to more self-determined forms of motivation, thus yielding the greatest rewards in terms of student academic outcomes.

Below are suggestions for how instructors can positively impact students’ perceived autonomy, competence, and relatedness.

Strategies to Enhance Autonomy, Competence, and Relatedness

Autonomy strategies.

• Have students choose paper topics
• Have students choose the medium with which they will present their work
• Co-create rubrics with students (e.g., participation rubrics, assignment rubrics)
• Have students choose the topics you will cover in a particular unit
• Drop the lowest assessment or two (e.g., quizzes, exams, homework)
• Have students identify preferred assignment deadlines
• Gather mid-semester feedback and make changes based on student suggestions
• Provide meaningful rationales for learning activities
• Acknowledge students’ feelings about the learning process or learning activities throughout the course

Competence Strategies

• Set high but achievable learning objectives
• Communicate to students that you believe they can meet your high expectations
• Communicate clear expectations for each assignment (e.g., use rubrics)
• Include multiple low-stakes assessments
• Give students practice with feedback before assessments
• Provide lots of early feedback to students
• Have students provide peer feedback
• Scaffold assignments
• Praise student effort and hard work
• Provide a safe environment for students to fail and then learn from their mistakes

Relatedness Strategies

• Share personal anecdotes
• Get to know students via small talk before/after class and during breaks
• Require students to come to office hours (individually or in small groups)
• Have students complete a survey where they share information about themselves
• Use students’ names (perhaps with the help of name tents)
• Have students incorporate personal interests into their assignments
• Share a meal with students or bring food to class
• Incorporate group activities during class, and allow students to work with a variety of peers
• Arrange formal study groups
• Convey warmth, caring, and respect to students
• Lonsdale, C., Hodge, K., & Rose, E. (2009). Athlete burnout in elite sport: A self-determination perspective. Journal of Sports Sciences, 27, 785-795.
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness . New York: Guilford.

Below are some additional research-based strategies for motivating students to learn.

• Become a role model for student interest . Deliver your presentations with energy and enthusiasm. As a display of your motivation, your passion motivates your students. Make the course personal, showing why you are interested in the material.
• Get to know your students.  You will be able to better tailor your instruction to the students’ concerns and backgrounds, and your personal interest in them will inspire their personal loyalty to you. Display a strong interest in students’ learning and a faith in their abilities.
• Use examples freely.  Many students want to be shown why a concept or technique is useful before they want to study it further. Inform students about how your course prepares students for future opportunities.
• Teach by discovery. Students find it satisfying to reason through a problem and discover the underlying principle on their own.
• Cooperative learning activities are particularly effective as they also provide positive social pressure.
• Set realistic performance goals  and help students achieve them by encouraging them to set their own reasonable goals. Design assignments that are appropriately challenging in view of the experience and aptitude of the class.
• Place appropriate emphasis on testing and grading.  Tests should be a means of showing what students have mastered, not what they have not. Avoid grading on the curve and give everyone the opportunity to achieve the highest standard and grades.
• Be free with praise and constructive in criticism.  Negative comments should pertain to particular performances, not the performer. Offer nonjudgmental feedback on students’ work, stress opportunities to improve, look for ways to stimulate advancement, and avoid dividing students into sheep and goats.
• Give students as much control over their own education as possible.  Let students choose paper and project topics that interest them. Assess them in a variety of ways (tests, papers, projects, presentations, etc.) to give students more control over how they show their understanding to you. Give students options for how these assignments are weighted.
• Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
• DeLong, M., & Winter, D. (2002).  Learning to teach and teaching to learn mathematics: Resources for professional development . Washington, D.C.: Mathematical Association of America.
• Nilson, L. (2016). Teaching at its best: A research-based resource for college instructors  (4 th ed.). San Francisco, CA: Josey-Bass.

Teaching Guides

• Online Course Development Resources
• Principles & Frameworks
• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

• Entertainment
• Environment
• Information Science and Technology
• Social Issues

Home Essay Samples Psychology

Essay Samples on Motivation

What motivates me as a student.

What motivates you as a student? This question delves into the driving forces that ignite my passion for learning and shape my academic journey. From the pursuit of knowledge to personal growth and future aspirations, my motivations are diverse and ever-evolving. This essay will explore...

Rising Above Negativity: A Journey in Music and Self-Belief

My Early Music Career Let me inform you about a time when I realized a life lesson. A couple of weeks ago, I started out producing music; I was once just starting as a producer, and I had no prior expertise in song theory. I...

• Life Lesson

Main Disadvantages Reward System and Recognition

The reward system is a group of neural structures responsible for incentive salience, associative learning, and positively balanced emotions, particularly ones which involve pleasure as a core component. The Reward is the attractive and motivational property of a stimulus that induces appetitive behavior, also known...

• Reward System

Carl Rogers and Anna’s Case Study

Carl Rogers was born on the 8th of January 1902 and passed away at the age of 85 on the 4th of January 1987. Rogers was known for developing the person-centered approach and helping found the humanistic approach. Rogers was influenced by Abraham Maslow who...

• Abraham Maslow

My Ambition Far Exceeded My Talents

One important thing to ask about Ambition is if being too motivated is inherently wrong or selfish. This question is important because ambition is motivation, which helps business-men create businesses, Writers to write novels, and Creators to create. A common misconception seems to be that...

Stressed out with your paper?

Consider using writing assistance:

• 100% unique papers
• 3 hrs deadline option

Motivation: Learning What Motivates You

The theoretical structure is the essential piece of each study since its fill in as a manual for deliberately distinguish, the coherent and entirely characterised relationship among variable. It doesn't just help researchers decided the relationship among variable yet, also, equips the researcher with a...

• Personal Experience

Motivation Of People Seeking For Revenge

People tend to become extremely motivated in the pursuit of seeking out revenge on others for various reasons. From something mediocre to an extreme. Revenge is the forceful desire to inflict hurt or harm to another for a wrong suffered at their hands or just...

Application Of Motivation Models In Employee Engagement

Introduction Motivation Motivation means the procedure by which an individual's endeavours are empowered, coordinated, and supported toward accomplishing a goal. The given definition has three key components: vitality, course, and persistence. Vitality The vitality component is a proportion of power of the drive. An inspired...

• Employee Engagement
• Persistence

The Promising Advantages of Honor Codes for the Student's Future

My name is Rosine Uwayesu, and I am currently a sophomore at Tyler Junior College. I am pursuing an associate degree in Biology to complete my pre-med qualifications. After I finish my associate degree this coming fall of 2019, I plan to transfer to UT...

• Honor Codes

How My Favorite Author's Work Has Changed Me

Starting with an exercise to describe your favorite person, Finding a Job in Tough Times by Dr. Tim Johnson leads the reader on a journey of self-discovery. Through introspection, reflection, and self-direction, the book challenges the job-seeker to become more emotionally fit to weather the...

• Favorite Author

How Motivation and Dedication Helped Me to Find My Goal in Life

When you have motivation, it helps you build determination to achieve your goals and do things that exceeds your limits. It is hard to strive for success and happiness when there is no motivation in the air. You need it to keep you from failing...

How to Succed in College and Avoid Dropping Out

College success can be defined in several ways depending on a student’s goals and why they enrolled in the first place. Some students focus on completing the next class task or assignment and overlook the overall effect that education plays in their future life. Which...

• Success in Education

Finding the Motivation to Focus on One Objective

We should all figure out how to focus on the extremely significant errands that will have the best effect on accomplishing our satisfaction and objectives throughout everyday life. We just can't stand to invest important energy to randomly experience life doing the simple things that...

Selfishness as an Integral Part of Human Nature

“It is truth universally acknowledged that humans are selfish and self – centered. Selfishness is not a characteristic only a bad person has, but is part of our human nature. Despite most human being’s perspectives, “selfishness is the driving force behind everything we do.”(Richard) We...

• Personal Qualities
• Selfishness

Who Moved My Cheese: Overcoming the Obstacles

The author of Who Moved My Cheese is Spencer Johnson. He was not only a writer but a physician too. He graduated from Notre Dame High School and then got a Bachelor of Arts degree in phycology from the University of Southern California. He then...

• Overcoming Obstacles
• Who Moved My Cheese

Child Development Theories: The Narratives and Application

Introduction Theories on child development centre around understanding how children change and develop through the span of youth. Theories of development provide a framework for thinking about human growth and learning (Cherry, K. 2019). Such theories focus on different parts of development which include social,...

• Maslow's Hierarchy of Needs

The Maslow's Hierarchy of Needs as the Motivational System of Achievements

The Maslow's hierarchy of needs is one of the best-known theories of motivation. According to humanist psychologist Abraham Maslow, our actions are motivated in order to achieve certain needs. Abstract: Maslow believed that each individual has a hierarchy of needs, consisting of physiological, safety, social,...

The Loss of Motivation in Professional Chess

It is very unfortunate that players go from the pristine state of 'What can I learn?' to 'How can I improve my rating?'. And when it comes to kids, parents (and I am a parent of a chess player) are guilty of that shift in...

High Motivation and Obstacles to the Peak Performance 

Overybody loves peak performance and it is their desire to achieve it, however, many people are forced to quit due to the numerous obstacles associated with peak performance. As we already know that it is not easy to achieve peak performance, there are many obstacles...

Health Coaching: Motivating Lifestyle Change

As life becomes more fast paced and cutthroat with each passing second, chronic illnesses such as stress, hypotension and chronic pain become more common. What’s most unfortunate about such illnesses is that they do not have a solid cure, as they arise due to a...

• Healthy Lifestyle

Nelson Mandela as the Source of Motivation for Young Activists

Providence College has been granted $250,000 to construct a statue on campus that commemorates heroism. The statue will help as a reminder to educate students and future generations qualities like independence, courage integrity, and resourcefulness. This is why Nelson Mandela should be memorialized, he embodies...

• Nelson Mandela

The Social Network: Motivation of Facebook's Founder

Introduction: The Social Network narrates the story of Mark Zuckerberg, a young computer engineer attending Harvard University. After breaking up with his girlfriend Zuckerberg decides to create a site to rank the young appeal of Harvard co-eds. He uses his exemplary computer knowledge to download...

• The Social Network

How Motivation Helps Overcome Academic Challenges

According to Usher and Morris (2012), the cognitive process is a process to acquire information and knowledge which are added to the previous beliefs and thoughts. The development of cognitive processes is mostly depending on how the support it receives from the surrounding environment. They...

• Academic Challenges

Motivational Drive of the Nestle Employees

To enhance their corporate image and also to ensure that employees are involved in activities intended to improve and promote good quality of life, many employees in the region have been engaged in various activities aimed at giving back to the community. Since 2011, they...

Hierarchical Control: Link to Productivity and Motivation of Workers

To put it plainly, hierarchical control is the procedure of consistently dispensing, assessing, and managing assets to accomplish authoritative objectives. To effectively control an association, administrators must realize what execution criteria are, yet in addition discover how to impart that data to representatives. Control is...

Brainology: Transforming Students' Motivation to Learn

Life is a learning process, and every day, we encounter situations that will force us to learn. Some ways can help us to learn better, but they come with a lot of challenges. The need to succeed is one of the pressure students face in...

Research Report on Motivations of Serial Killers

Abstract The study investigated the contributing factors of why people become serial killers. The study methodology involved twenty case studies of killings that took place in the United States. The case studies were limited to 1960s up to date. The case studies were screened for...

• Serial Killer

Swimming as a Tool to Develop Motivation in Young Children

In the last decade, much of the research produced around physical education suggests that teacher behaviour in the learning environment and the type of instructional approaches they use, significantly affect the degree that students learn (VanTassel-Baska, J. 2012). Numerous different teaching styles have been proposed...

• Childhood Development

Mahatma Gandhi, Motivation to Continue for Millions in India

Mohandas Karamchand Gandhi has been an ideological, political, and profound pioneer of India. He was conceived in 1869 in Porbandar, India, yet a Hindu fanatic killed in 1948. He considered law in London and came back to India to rehearse his investigations a while later....

• Mahatma Gandhi

Medicine – The Perfect Industry For Me

I was inspired to study Medicine the moment I witnessed a dural splitting craniocervical decompression procedure. I undertook work experience at the Leeds General Infirmary within the Paediatric Intensive Care Unit. During work experience, I observed different surgeries, from Paediatric Neurosurgery to Cancer Surgery on...

• About Myself
• Career Goals

My Career Plans In The Childcare Area

In the last 2 years I have realise that I really want to work with children and young people because everyday is different and full of unknown. I am a person that it is always willing to learn something new and try new things to...

My Enthusiasm And Dedication To Study Mathematics

Transire suum pectus mundoque potiri, there is no other sentence that could better describe the purpose of maths and its austere beauty. I’d like to study mathematics to educate the eye and the ear of the mind, to be able to see or hear its...

My Fascination With Economics Studies

I believe we can have a better world. But to improve it I must understand it. This course will help me do that. Shadowing a QC Judge allowed me to observe the impact of judicial institutions on society, see how the judge came to conclusions...

My Interest In Clinical Psychology As A Future Career

Psychology changes lives. It can be the catalyst to change a mindset, to solve a problem and to create a therapy. It can give you the tools to better yourself in ways you thought you couldn't and creates a sense of hope that you can...

Physiotherapy – The Best Career Option For Me

Being an advocate of good health and fitness, physiotherapy excites me as a career option. For me life is at its best when u can make a difference to somebody else life and being a physiotherapist can give me this opportunity, Physiotherapy helps those who...

The Reasons I Choose To Study Natural Sciences At University

Science is fundamentally important to me, it represents progression in time; the more we research and experiment themore we are able to understand the world we live in. I love science because it attempts to explain every single action that ispossible in ways which can...

The Reasons I Choose To Study Philosophy, Politics And Economics (PPE) Course

In July 2018 I interned at the Elysee in President Macron’s speechwriting office, witnessing the meticulous research and data analysis over different disciplines required to craft a major policy speech. It illustrated how addressing complex societal problems requires broad interdisciplinary knowledge. Looking forwards, combining philosophy’s...

The Reasons I Deserve An Opportunity To Join CRS’ Fellows Program

My experiences and vocation as a pharmacist make me the ideal candidate for the CRS’ Fellows Program. Your organization is known to help the poor and vulnerable overcome emergencies and access affordable healthcare. I know that with my background in pharmacy and interest in supply...

• Personal Life

Extrinsic And Intrinsic Motivators Within Sports

In professional sports athletes can be paid up to very large amounts of money. Through these large sums of money being paid this can lead to athletes becoming more extrinsically motivated rather than intrinsically motivated. Intrinsic motivation is where a person (athlete in this case)...

• Adventure Sports

Importance Of Perseverance In Reaching Your Life Goals

People complain, they complain about their situation without even trying to change it. They ask me: „Why should I even try“ „I‘m doing this so long, I can‘t reach anything“ they keep doubting themselves. But you know what is gonna make the big difference in...

• Modern Society

Human Motivation Theory By David McClelland

In any organization it should be considered vital to identify the underlying motivational forces of team members. Pinpointing motivators can help better understand the individual worker and to manage and motivate them in the best possible way in teams. David McClelland proposed his Human Motivation...

• Organizational Culture

Homework Assistance And Children'S Task Persistence

A child’s motivation in school context may be affected by many environmental factor’s, however, it is well known that the role a mother play’s may be crucial. The study conducted by Viljaranta et al. (2018) observes the longitudinal relation between a mother’s assistance with schoolwork...

The Importance Of Emotional Management

Motivation has been outlined in varied ways in which over the years, however a standard element of the various definitions is that motivation could be a force that energizes, activates and directs behavior. In 2006, Franken outlined motivation because the arousal, direction, and persistence of...

• Developmental Psychology
• Human Behavior

The Reasons Employee Motivation Is Critical For A Company

Motivation is the main stimulus directing the activities and actions of employees. It drives them to accomplish an objective or to satisfy desire. Comprehending what incites employees at work ensures that a business not just has workers that have the education, inclination and capacity to...

My Motivation To Pursue A Career In Theatre

Bringing people together to enjoy a production is a magical and memorable experience and over the years I’ve had the privilege to watch and perform in some amazing productions. I believe that taking young people to live theatre provides a host of developmental benefits, including...

Analysis Of Theories Of Job Satisfaction

Motivation refers to the drive and effort to satisfy a want or goal. Satisfaction refers to the contentment experienced when a want is satisfied. Motivation implies a drive toward an outcome, and satisfaction is the outcome already experienced. Job satisfaction is a general attitude, which...

• Job Satisfaction

My Motivation To Take A Role In The Medical Field

Desire to excel to the best of my abilities has always been a personal trait of mine and being aware there are obstacles to overcome, has only encouraged me further to achieve my goals and ambitions. A profound interest to study this degree course stems...

Best topics on Motivation

1. What Motivates Me as a Student

2. Rising Above Negativity: A Journey in Music and Self-Belief

3. Main Disadvantages Reward System and Recognition

4. Carl Rogers and Anna’s Case Study

5. My Ambition Far Exceeded My Talents

6. Motivation: Learning What Motivates You

7. Motivation Of People Seeking For Revenge

8. Application Of Motivation Models In Employee Engagement

9. The Promising Advantages of Honor Codes for the Student’s Future

10. How My Favorite Author’s Work Has Changed Me

11. How Motivation and Dedication Helped Me to Find My Goal in Life

12. How to Succed in College and Avoid Dropping Out

13. Finding the Motivation to Focus on One Objective

14. Selfishness as an Integral Part of Human Nature

15. Who Moved My Cheese: Overcoming the Obstacles

• Critical Reflection
• Milgram Experiment
• Growth Mindset
• Lev Vygotsky Theory
• Problem Solving
• Birth Order

Need writing help?

You can always rely on us no matter what type of paper you need

*No hidden charges

100% Unique Essays

Absolutely Confidential

Money Back Guarantee

By clicking “Send Essay”, you agree to our Terms of service and Privacy statement. We will occasionally send you account related emails

You can also get a UNIQUE essay on this or any other topic

Thank you! We’ll contact you as soon as possible.

Strategies for Motivating Students Essay

Introduction, motivational strategies, climate and instructional variables, promoting intrinsic motivation.

Education is widely regarded as an integral feature for the success of the nation. All governments therefore invest significant resources to their educational institutions and students are exhorted to excel in their academics. In addition to the personal aptitude of the student, other factors that affect the performance of the student in school exist.

One key factor is motivation which is defined by Shergill (2009) as the process of arousing action, sustaining activity in progress, regulating, and directing behavior towards a goal” (p.254). In the classroom context, motivation can be defined as the extent to which learners make conscious decisions concerning the learning objectives they are going to pursue and the effort they are willing to commit to achieving these goals.

The significance of motivation cannot be overstated since it is vital to the continuous stimulation of students to achieve the desired goals. With this in mind, educators are keen to implement strategies that will result in the motivation of their students and therefore yield positive results. This paper will discuss the strategies for promoting involvement and meeting the need to understand and also discuss how increase in intrinsic motivation can be achieved.

Student involvement is essential to the success of the learning process. Self-determination theory suggests that individuals have a need for autonomy and if this need is met, greater involvement can be fostered (Eggen & Kauchak, 2007). This statement is corroborated by Shergill (2009) who asserts that the most important needs for students are recognition, and power corroborates this statement.

Most teachers take total control of the learning process and the student is but a passive recipient of knowledge. This teaching method does not foster motivation since the student does not have control of the learning process. A strategy that gives the students some measure of control in the class will increase motivation.

In this strategy, the teacher should relinquish as much control as is possible and act more as a knowledgeable guide for the students. In this scenario, the students will be more ready to learn because of the perceived autonomy granted to them. The teacher can also help students develop self-regulation and this will further increase their sense of autonomy. Such a strategy will ensure maximum participation by the student therefore promoting positive outcomes.

Setting challenging goals will increase the proficiency of students by encouraging them to gain the necessary skills and knowledge. The instructor should therefore adopt a strategy that will obligate students to create challenging but achievable tasks for themselves.

Having goals will ensure that the need for competence by the students is met thus promoting intrinsic motivation (Eggen & Kauchak, 2007). When coming up with goals, the teacher should ensure that each student has goals that are not too difficult as to discourage them but at the same time not too easy as to be considered trivial.

Through goal setting, the teacher will properly articulate and clarify the goals that the student is supposed to fulfill. Madden (2004) declare that when students come up with their own goals, they invest more effort and resilience to achieve the goals. This will ensure that the innate need for competence by the students is met therefore motivating them to be more involved in the learning process.

The attitude and ability of the student will influence his/her level of motivation. According to Bandura’s self-efficacy theory, the individual’s perception of their situation and the subsequent respond to it is dictated by attitude and competence (Lins, 2007). This self-efficacy determines the amount of effort that a student will commit to certain activities. Students who have high self-efficacy will demonstrate higher perseverance and they will be motivated to complete tasks even in the face of obstacles and failure.

On the other hand, a student with low self-efficacy will not be motivated to achieve goals especially when he/she faces obstacles or failures. The teacher can help students to increase their self-efficacy by helping them to focus on the improvements made. Students who might be struggling in their studies may develop a low sense of self-worth and see their difficulties as an indicator of low ability. This will result in anxiety and low motivation due to the perception of low ability.

Adopting a strategy that focuses on any achievement made by the student, no matter how marginal, can help to overcome this. Eggen and Kauchak (2007) suggest that when the teacher communicates incremental views of intelligence and ensures that the student focuses on their progress, negative self-perception by students who are struggling will be reduced.

The climate and instructional variables play a crucial role in the motivation of students. The teacher should cultivate certain personal qualities in order to increase motivation in students. The teacher can demonstrate a genuine commitment to the learning process and show concern for the progress made by the students.

Eggen and Kauchak (2007) state that by communicating genuine interest, the teacher is able to ignite motivation among the students who are inspired by the teacher’s dedication and feel the need to reciprocate by performing well. Teacher commitment will also demonstrate the importance of education and students will be inclined to show the same dedication to learning.

Interest in learning can be increased by having the teacher provide feedback to students. Performance feedback to the student will contribute to the increase in motivation by meeting the need to understand. Through feedback, the student will be made aware of desirable behavior and this will increase the chances of this behavior being repeated (Lins, 2007).

The teacher will also be in a position to commend the student for any progress made therefore encouraging growth. Feedback should always be provided in a timely fashion and the teacher should make sure that the student is able to easily link the feedback provided to desired class performance.

The classroom environment plays a major role in the learning process. Lins (2007) demonstrates that a friendly atmosphere where interaction among students is encouraged yields better results than an unfriendly environment. The teacher should endeavor to create this friendly environment and establish good rapport to promote a feeling of belonging by all class members.

Eggen and Kauchak (2007) contend that these feelings of relatedness inspire students to devote additional effort to attaining academic success. The rationale behind this is that in a friendly environment, the students will have realized the safety needs that appear in the lower level of Maslow’s hierarchy of needs. The students will therefore commit their efforts to attaining the higher needs of self-actualization and academic achievements will fall in this category.

Of the two kinds of motivation, intrinsic motivation is regarded as the most beneficial to the student. Intrinsically motivated students will be committed to performing the desired activities and reaching set goals because of their own desire.

On the contrary, extrinsic motivation required an external motivator in the form of either a reward for reaching goals or the threat of punishment if the goal is not reached. Eggen and Kauchak (2007) contend that educators should cultivate intrinsic motivation, which will lead to the situation where students are involved in the education process because of an internal drive of curiosity or the need to overcome challenges.

Intrinsic motivation can be cultivated by adopting strategies that promote this form of motivation. By increasing self-efficacy in students, they are likely to engage in academic activities to satisfy their curiosity or overcome challenges. Teachers can also stop attaching rewards to student performance in class since such a strategy will only promote extrinsic motivation. Promoting intrinsic motivation will ensure that students remain motivated even when there is no tangible benefit for their actions.

Adopting motivational strategies is integral to achieving and sustaining positive outcomes in the classroom. This paper set out to discuss strategies that can be employed to inculcate motivation among students. It began by suggesting ways in which the teacher can promote student involvement in the classroom.

While human motivation is extremely complex, the paper has endeavored to show how it can be achieved in the classroom using certain strategies. The paper has discussed some of these strategies for promoting motivation and reinforced their applicability by referencing a number of prominent motivational theories. By utilizing these strategies, educators will succeed in motivating students and increase their likelihood of achieving academic success.

Eggen, P.D. & Kauchak, D.P. (2007). Educational psychology: windows on classrooms . Virginia: Prentice/Merrill/Prentice Hall.

Lins, T. (2007). Motivation and Second Language Learning . Boston: GRIN Verlag.

Madden, L. (2004). Motivating Students to Learn Better Through own Goal-Setting. Education , 117(3), 411-415.

Shergill, H.K. (2009). Psychology . NY: PHI Learning Pvt. Ltd.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2018, December 11). Strategies for Motivating Students. https://ivypanda.com/essays/strategies-for-motivating-students/

"Strategies for Motivating Students." IvyPanda , 11 Dec. 2018, ivypanda.com/essays/strategies-for-motivating-students/.

IvyPanda . (2018) 'Strategies for Motivating Students'. 11 December.

IvyPanda . 2018. "Strategies for Motivating Students." December 11, 2018. https://ivypanda.com/essays/strategies-for-motivating-students/.

1. IvyPanda . "Strategies for Motivating Students." December 11, 2018. https://ivypanda.com/essays/strategies-for-motivating-students/.

Bibliography

IvyPanda . "Strategies for Motivating Students." December 11, 2018. https://ivypanda.com/essays/strategies-for-motivating-students/.

• The Effect of a Mathematics Methodology Classroom on Self-Efficacy of Pre-Service Elementary Teachers
• Strategies for Motivating English Foreign Language Learners
• Motivating Middle School Students to Read
• New School Program in Seattle
• General Education Courses
• E-learning as an Integral Part of Education System
• The Syllabus in Preparing for Exams
• Language Development in Preschool Curriculum

Challenges in College , Getting Into College , Going Back to College , Tips for Online Students , Tips for Students

Inspirational College Application Essay Decoded!

Updated: July 11, 2022

Published: October 29, 2021

If you are applying to a college that requires a college application essay, you will undoubtedly want your college essay to leave a lasting impression on its readers. 

Many colleges request a college application essay; some colleges will provide prospective students with the topic they want you to write about, while others will leave the choice up to you.  

So, how do you write an inspirational essay? There’s no single right way to source college essay inspiration, but there are some recommendations that we’ve compiled here to help you along with your process. 

What is a Personal Statement?

A personal statement, or college application essay, is an opportunity to share something about yourself through writing that the college admissions team won’t necessarily glean from your resume , transcript, or letters of recommendation. 

It provides applicants with the space to share more about their personality and complement the other pieces of your application to offer a well-rounded picture of who you are. 

Things to Note 

Before you get started on your college essay, there are some important things to keep in mind . You’ll likely have been spending a lot of time compiling all the other components for your application, which may include transcripts, SAT/ACT scores, letters of recommendation, and more. 

When it comes time to write your personal statement, be sure to:

Read the Directions Closely

Many prospective students and enrolled students will note that their college essay was the most challenging aspect of completing their college application. This is because it requires the most thought, time, and can also be somewhat open-ended. As such, it’s vital that students read the college essay guidelines and directions closely. In itself, the college essay is like a test for college admissions committees to see how well you can follow directions. 

Avoid Clichés 

There are many inspirational essay examples you can choose from to find ideas, but when using inspiration, avoid using clichés. While clichés exist for a reason because they are based in truth, many students will likely use them. To prevent your essay from getting overlooked, use your own words and voice to describe what you write about so that you can stand apart. 

Once you have your essay drafted, be sure to plan enough time to proofread and edit your work. Even if you feel unsure of putting words on the page, write them down. You can spend time making it better with a second, third, and fourth look. The proofreading stage should also include an objective set of eyes (someone you trust) who can give you their honest opinion about your essay.

A Step-by-Step Guide 

Your college essay isn’t going to write itself. You have to put in the work, but it can be overwhelming to know where to start. 

Here’s a step-by-step guide that should help you start and finish your inspirational college essay. 

Organize and Brainstorm 

Before you get started on drafting your college essay, organize your thoughts. If you’ve been given essay prompts, dedicate at least 5-10 minutes to each prompt to think about what you may write about.  

Choose Your Topic 

Based on how much you come up with for each prompt, you can choose which prompt will suit your story the best. If you have an open-ended prompt, think about defining moments in your life, your passions, inspirations, achievements, and the like to come up with some ideas of what you can share. 

Create an Outline 

There will be a lot of details that you’ll want to add to your essay to convey your point(s). To keep the flow organized, begin by outlining what you will talk about. A clear starting point is a brief introduction with a hook sentence to grab the reader’s attention. Then, list where you will go next with main points and supporting evidence (anecdotes from your past, examples of your point, etc.). Finish up with a conclusion that reiterates your main point (topic/gist), and close out with something that leaves the reader thinking or feeling something strongly so that your essay lingers in their mind. 

Once you have your outline sorted, you can get to drafting up your inspirational essay. While it’s difficult not to edit as you write, try to let everything out. You’ll have time to clean it up after, but allowing your train of thought to appear on the page may lead to something brilliant. 

Many college essays will provide you with a maximum word count. Remain aware of this word count as you write. 

Pro Tip: If you use Google Docs, go to Tools> Word Count> Select “Display Word Count While Typing.”

The chances are, you’ll probably find it easier to write more than less. To cut down your word count, read each sentence and ask yourself if that sentence or word is necessary to convey your point. Keep an eye on grammar and spelling. Even though you will use the word processor’s spelling and grammar review upon completion, it doesn’t always catch everything. 

After you’ve edited down your college essay, read it over a few times, and entrust someone (or multiple people) to give you some feedback. Try not to take the feedback personally, as the people you allow to read your essay will likely have your best interest in mind, and they are just trying to help you write a better final product. 

College Essay Inspiration 

You’ll want your personal statement to be considered an inspirational college essay. To make this vision a reality, remember to: 

• Be passionate 
• Be specific 
• Be yourself 

Some topics that make for inspirational college essays include stories about:

• Overcoming a challenge 
• Learning something new 
• Making a significant life change 
• Sharing an epiphany 
• Expressing your interests and reasoning 

Your Story is Important 

Whether you believe it or not, your personal statement and story is important. No two people have the same life circumstance or outlook as another, so sharing your truth with a college admissions team can be the root of inspiration, and ultimately, admission. 

Believe in yourself and your words, and take the necessary time to prepare, edit, and write your very own inspirational essay for college. The truth is that it can be all the difference to granting your acceptance into the college of your dreams.

Related Articles

• Youth Program
• Wharton Online
• Business Journal Articles
• Entrepreneurs & Leaders
• Student Essays

Student Essay: The Power of Stories to Inspire Strong Leaders

Share Article:

Google Classroom:

Maya S. is a Muslim, Egyptian and student athlete who has lived in Saudi Arabia for most of her life. She is 16 and a junior at the American International School of Riyadh, where she is enrolled in the International Baccalaureate program.

In this Student Essay of the Week, Maya talks about how building a platform for others to share their stories has helped her understand why welcoming diversity of thought and experience will make her a stronger, more empathetic leader.

Three steps forward and two steps back. That was my reality during the privilege walk.

In October 2018, I was selected along with 50 other high school students to attend a leadership trip to a farm outside Riyadh, Saudi Arabia. We believed that we were all going to learn about how to become leaders with strong voices. However, the trip took a completely unexpected and inspiring turn. Instead, we left knowing how to listen first and speak second.

At the farm, we participated in an activity called a privilege walk , where we were asked to step forward or backward in response to certain questions. From the responses, it became obvious that all of us were struggling with something that those around us knew nothing about.

I learned that the girl beside me once wondered where her next meal would come from. The girl beside her was afraid to leave the house at night because she had been assaulted. The boy to my left had been held at gunpoint. And the boy beside him had a mental disorder. This realization hit me hard. I was able to understand that although it’s impossible for us all to experience the same things, it is possible for us to try and listen to each other and understand each other’s differences. I began to appreciate the meaning of finding beauty in diversity. During that trip I learned that true leaders listen to the voices of others, and as a result they are able to enrich their own points of view.

“Living with anxiety is like feeling alive through the motions of life, but never freely living. It’s being aware of my surroundings, but lost in another world inside my head.”

During the summer of that year, someone I loved dearly was faced with medical issues, and my family began dealing with a lot of uncertainty. Even when it was all over, I felt lost and changed. I couldn’t explain it, but I wished that someone understood. I then began thinking of the people standing around me that day in Riyadh during the privilege walk, and everyone around the world like us. Did we all feel the same desire to be understood? How could we all feel seen and valued, regardless of our stories? I wanted to hear more about the stories of all those kids I met that day in line. I wanted to understand how we all ended up there, despite our different paths. I wanted to create something that would allow them to express their stories.

That summer, I started Voice of Change , a weblog that allows other teenagers to contribute writing that reflects the experiences that have shaped them. The first story I received was “Purpose,” from a girl struggling with depression. She wrote, “Purpose: a reason, a given, motivation , a point. We all live life because we have a purpose. We realize that there is a point, we have motivation and a reason to live. We look forward to things and create opportunities for ourselves. We see a future. Imagine living life feeling as though you have no purpose… That means no reason, no motivation, simply no point… the best way to describe this feeling is as if [you’re] dead. This feeling is depression.”

After I posted the article, which talked about how depression impacted the author’s life, I received comments, emails and texts from others saying that the article communicated what they needed to hear and couldn’t put into words. This initial response fueled the rest of my work. I began receiving other stories about challenging experiences, ranging from sexual assault and racial discrimination, to losing a loved one and struggling with body image. Here are a few powerful quotes from these articles:

“I’m not sure who or what I’m living for, but I’d never want to risk my family members feeling as I do right now. It’s okay that I’m suffering right now, because I have faith that it will pass, eventually it will.” – “Live On”

“I am not ignorant because I’m Arab. I’m not a terrorist because I’m Muslim. I am not a thug because I’m black. I am not who I am because of what you see on the news. I am who I am because of what I’ve been through, and what I have become.” – “Assume”

“Living with anxiety is like feeling alive through the motions of life, but never freely living. It’s being aware of my surroundings but lost in another world inside my head.” – “I Choose Life”

I see my Voice of Change journey as having so much to do with becoming a better leader. It has helped me to see clearly the type of leader I hope to become. I have developed a stronger perspective by understanding the voices and stories of others. I have become more empathetic to other people’s struggles, a quality I will need when I run my own business one day. You can’t understand your customers’ wants or your employees’ needs if you don’t listen and appreciate where they’re coming from. Also, Voice of Change has shown me how much our experiences shape us and contribute to how we see the world and solve problems. Each person offers a unique voice and a different perspective – all powerful and important in their own way.

Related Links

• The Privilege Walk
• What Is Empathy? (Sesame Street)
• Knowledge@Wharton: The Emotional Intelligence Deficit
• Wharton’s McNulty Leadership Program

Conversation Starters

What is empathy and why is it such an important leadership quality? How is empathy related to storytelling? Use the Related Links with this article if you need to better understand empathy.

How have your experiences shaped you? Share your story in the Comment section of this article.

Maya writes that she has come to appreciate “how much our experiences shape us and contribute to how we see the world and solve problems.” Diversity of thought is incredibly powerful in the business world. Why does it hold such value? How does it enrich the team dynamic and important outcomes?

6 comments on “ Student Essay: The Power of Stories to Inspire Strong Leaders ”

Hi Maya, Thank you for sharing your fantastic story with us. Being able to appreciate the people around you and, in first place, yourself is one of the major keys to success and, most importantly, happiness in life, at least according to my experience. We all come from different environments and experiences, the same ones which make us who we are, in our uniqueness and diversity, as you clearly and beautifully stated in your essay. Appreciation is one of those emotions, if that’s how we want to define it, I have learned to consider and embrace later in life, but it is surely the one all the rest comes down to: appreciation for life, appreciation for love from our beloved ones… Having dealt throughout life with friends who coped with depression and anxiety, I can say I have experienced the emotional upheaval that tends to follow this kind of acknowledgements. It gives you a completely different perspective on the world, on the people that surround you and on the way you look at your very own life. On the other hand, I’ve been lucky enough to feel the wonderful sense of relief and joy which comes after helping this people, which taught me the value of the word, indeed, appreciation. In the same way I’ve been able to help my dearest friends deal with these horrible feelings and find a way out of them, I find what you have done with this very same individuals awesome: not only giving them a voice through the blog, but giving their peers the chance to find sympathy and reassurance in their words. Keep it up! And take care.

Sonder – n. The realization that each random passerby is living a life as vivid and complex as your own—populated with their own ambitions, friends, routines, worries and inherited craziness (The Dictionary of Obscure Sorrows).

I believe that sonder, a short and simple made-up word to describe a complex feeling, perfectly captures the spirit of Maya and her article. Maya realized the complexity of the lives of those around her, that every stranger on the leadership trip had their own unique story to tell, filled with their personal struggles. She reaches the conclusion that “each person offers a unique voice and a different perspective – all powerful and important in their own way.”

Sonder, and more broadly, empathy, is a crucial element of being a good leader. I had my own moment of sonder last summer when I had the opportunity to volunteer at my local Chinese senior center. I started volunteering there because I had to fill my school’s requirement for service hours but ended up gaining much more out of it than that. At first, I was wary of taking on the job because my Chinese conversational skills were acceptable at best and rudimentary at worst. However, I quickly found that the seniors were very welcoming and were just happy that someone was willing to sacrifice their time to help out. I performed tasks such as preparing and serving food as well as helped teach ESL and citizenship classes. I learned about the hard work ethic of the workers and volunteers around me while washing apples. I learned about the amiability and habits of the seniors in the lunchroom. There would always be those in the back table playing cards, the younger seniors chatting in the front, and the seasoned mahjong players upstairs. I even had the chance to hear some of their rich stories, stories of their journeys of emigrating from communist China, stories of their successful children, stories of their war experiences, and stories of their hope in America. I truly understood that these seniors, whom I would not have given a second glance on the street, lived such deep and meaningful lives, each of which would be a thrilling standalone novel.

Just like Maya learned to understand those from different backgrounds, I was able to empathize with these seniors and develop an appreciation for their experiences. We should all have empathy for each other in this world full of division and hatred. Sonder helps us have that empathy not only with those close to us but with everyone around us.

When I became the youngest Student Council President of my school, my idea of a strong leader was someone who could command and lead a group of people with total authority the way they like it. So, that’s what I tried to do during my early days as a leader. I thought I would be a strong leader by commanding the student council and demonstrating my full authority over the rest. But after the first month, like Maya, the experience of being a leader took a completely unexpected and inspiring turn. I learned, like Maya, that you have to listen first and speak second. It is by listening to others that makes you a stronger leader because it is easier to command and display your authority. But it is harder to swallow your pride and listen to others when their opinions or stories differ from yours.

Therefore, in the Student Council that I am in, I launched an initiative called “Listen Monday” with the purpose of listening to everyone’s opinions and views in the student council and utilizing them for the betterment of the school.

By understanding the voices of others it has helped me develop a better perspective. I have become more empathetic to others. Listening to others has allowed me to see the full picture that I have never seen. And because I see the bigger picture, I realized that other’s experiences can help shape how I see the world and solve problems. As Maya said, each person offers a unique voice and a different perspective, all-powerful and important in their own way.

I want to thank Maya for inspiring me.

When I became the youngest Student Council President of my school, my idea of a strong leader was someone who could command and lead a group of people with total authority the way they like it. So, that’s what I tried to do during my early days as a leader. I thought I would be a strong leader by commanding the student council and demonstrating my full authority over the rest. But after the first month, like Maya, the experience of being a leader took a completely unexpected and inspiring turn. I learned, like Maya, that you have to listen first and speak second. It is by listening to others that makes you a stronger leader because it is easier to command and display your authority. But it is harder to swallow your pride and listen to others when their opinions or stories differ from yours.

Therefore, in the Student Council that I am in, I launched an initiative called “Listen Monday” with the purpose of listening to everyone’s opinions and views in the student council and utilizing them for the betterment of the school.

By understanding the voices of others it has helped me develop a better perspective. I have become more empathetic to others. Listening to others has allowed me to see the full picture that I have never seen. And because I see the bigger picture, I realized that other’s experiences can help shape how I see the world and solve problems. As Maya said, each person offers a unique voice and a different perspective, all-powerful and important in their own way. I realized exhaustively now that a strong leader is someone that listens first and speak second.

I want to thank Maya for inspiring me to become a better leader.

Hello L Dau K!

Thank you for sharing your experience and lessons as a student council president. Listening to your implementation of listening Mondays has brought me back to a time when I was the storyteller, pouring my life out, not to a student council president, but to my mother.

Before the story begins, I must tell you about my mother. She is a very successful corporate leader of hundreds of people. Of course, when it comes to life, she’s never lost her footing when it comes to parenting. Her dogma for me was always the same as that for her employees. She required me to write a time schedule and reflect on life every day and report my academic progress to her with a PowerPoint presentation every week. Similar to your listening Mondays, but coerced. Of course, these rules also apply to her employees. I argued with her countless times, berating her for treating me, at the time, a 12-year-old, as her employee. Perhaps you have already begun to detest my mother’s parenting philosophy, or that she is just another derelict mother who neglects her children’s emotional needs to give her career 100%. But she was a mother for the first time, and I as her oldest child witnessed her growth and how she became a leader, both to her employees and to me.

Where should I begin my story with this leader? As I counted the episodes that flashed through my mind, neither the long conversation in the evening breeze nor the laughing conversation in the dark living room seemed like the most appropriate beginning of the story. Puzzled, I put down my thoughts and sat down to recall the beginning of our conversations. There’s no longer nameless fear and tension when she approaches me, dreading to hear what she has to say. Instead, I always walked up to her when I found her alone, and the dialogue always began with a sigh. I told her many stories about young love, friends, hobbies, and self-reflection, all parts of me that I was reluctant to reveal in PowerPoints. She is busy all day but never said no when I started a conversation. I could feel that she valued every part of our communication, regardless of how nonsensical it was, taking it wholeheartedly. She would sit down and listen to every word I had to say, and she would take to heart every hint of emotion I tried to convey. She did her best to understand my passions, cater to my needs, and embrace my sentiments. And that’s one of the most valuable lessons she’s taught me as a leader.

My mother’s growth as a leader came naturally to her as she listened to every ebullient story and every heart-wrenching sob. She did what many leaders, even in family relationships, fail to do: give the most attention to her children and subordinates, dwelling on their stories, bringing herself into their emotions, and living their experiences. Simply receiving a comment differentiates from understanding the root of their feedback. Through sharing stories with my mother, as my thoughts became words and leaped out of my mouth, my thoughts received a carrier. The stories I told were imparted with meaning through the process of communication. These words made me who I am and marked every footprint of mine. Not only giving her a chance to guide me but giving me a chance to recourse, bonding two unknown souls by building emotional bridges rather than giving ice-cold PowerPoint presentations. I myself am walking on those bridges, and I will be learning to build them up. Through open communication, we can build bridges high enough to see the world from a bigger view, see the tips of Mt. Everest, hear the mumbles of rhinoceros and vaquitas, and unveil a side of the world that we have never seen before.

In her essay “The Power of Stories to Inspire Strong Leaders”, Maya S. quotes “I was able to understand that although it’s impossible for us to all experience the same things, it is possible for us to try and listen to each other and understand each other’s differences. I began to appreciate the meaning of finding beauty in diversity. During that trip I learned that true leaders listen to the voices of others, and as a result they are able to enrich their own points of view.” This quote taught me that in order to be understood, one must learn to understand.

As an international student living in the states, my school days were certainly different from most of my classmates. There were a lot more plane rides, more hours of memorizing English vocabulary, and less people that paid attention to the struggles I went through. It was hard to focus on the upside of life when I knew that my comfort zone was about 6800 miles away. I felt like I was drowning in my own world, and was unsure of what I needed to do to get out of it.

As time passed, I did learn to embrace my new home. That started with a simple step: Learning about how people here lived. I added Kendrick Lamar and Olivia Rodrigo to my playlist, started to watch the NBA, and reached out for corrections when I didn’t recognize an English word. As I began to understand and appreciate what was around me, it was way easier to fit in. My struggles started to pay off as I received multiple honors and varsity MVP awards. Apart from Academics, I also became much more active in the social circle. I learned more about life here from my new friends, and also taught them some parts of life that I left behind back in Korea. After these changes, I could proudly say that I’m definitely leading my own life.

Maya’s story of the privilege walk reminded me of the change in my perspective before and after trying to understand American culture. At first I was hesitant in getting to know the new environment, but now I see the hidden value of entirely different customs, just like how Maya was able to understand the children with more depth. Furthermore, something Maya did that I greatly appreciate is that she didn’t just stop from enlightenment and took action to advocate for her beliefs. I believe that Maya’s propulsion of creating the “Voice of Change” weblog exemplifies what leaders do to promote their voice to the world. As a person aspiring to be a global leader and a businessman, I was greatly inspired by Maya’s quotes of insight and her action to spread her words.

Our world today is heavily interconnected, and the effects of collaborating across diverse backgrounds have never been more apparent. As I reflect on Maya’s quote and my own understanding, I am reminded that true leaders are distinguished by their ability to seek harmony in differences. My journey from a foreign student drowning in isolation to a confident participant in a global community underscores the transformative power of understanding others to be understood. Of course there are still customs that I cannot resonate with, like pineapple on pizza. But as I step forward into a world of connections and communications, I carry with me the invaluable lesson that true understanding is the cornerstone of meaningful process.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Related Articles

Inside berkshire hathaway’s spectacular shareholders meeting, the power of curiosity.

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar
• Skip to footer

Demme Learning

Building Lifelong Learners

• Default Sort Order
• Alphabetical: A to Z

Customer Service: M-Th 8:30am - 6pm ET Live Chat • 888-854-6284 • Email

Writing Motivation: How to Get Students Inspired to Write

Demme Learning · October 7, 2022 · Leave a Comment

Well, here you are again. You just sent your student off to start a writing assignment, and you notice they’re staring at a blank page with their head in their hands and a frown on their face. You ask them what’s wrong, but they just shrug their shoulders and mumble, “I just don’t feel like writing.” 

Does this scenario sound familiar? Writing is a critical skill to teach, but it isn’t always easy to motivate your students to write. That said, there are several practices that you can put in place to make writing really enjoyable for your students. In this blog, we’re sharing some practical ways you can boost your student’s writing motivation even if it isn’t their favorite subject. Read on to learn more!

5 Ways to Maximize Writing Motivation

Wondering how to get your students inspired to write? Consider these five simple tips.

1) Switch Up Your Assignments

Do you have one student who loves creative writing and another who prefers to write nonfiction?

Unfortunately, many writing curriculums are limited to just a few genres, and restricting your students to book reports or five paragraph essays crushes creativity and stifles writing motivation.

Instead, give them a chance to dabble in different genres by varying their writing assignments. Your students won’t always like every type of writing you assign , but they’ll appreciate you mixing things up. Not only will it expose them to a wide range of writing styles, but it will also motivate them more than sticking to the same genre.

Here are a few ideas for writing assignments to try out with your students:

• Have teens try descriptive writing , using vivid sensory details to describe people, places, and objects.
• Invite younger children to use their five senses to write descriptively.
• Play around with expository writing by encouraging students to explain a process, write short reports or biographies, or create their own newspaper complete with articles, opinions, human-interest stories, and comics.
• Teach your student to write a narrative from varying points of view or in a different voice or tense.
• Help them write a description of an imaginary land .
• Teach older teens how to write a well-supported research paper.
• Invite students of all ages to have fun writing poetry, such as a haiku or cinquain poem .
• Throw in an occasional writing prompt just for fun .

2)  Provide Freedom of Choice

Not only is it important for students to write in different genres, it’s also important to give them flexibility of choice within those genres . Nothing crushes creativity like saying, “You MUST write about this topic in this way.” If the topic seems irrelevant or uninteresting to them, your student likely won’t feel very enthusiastic about writing.

Now, we’re not saying that writing instruction should be a complete free-for-all where students write whatever they want to. You should still establish parameters for them to work within. But whenever possible, give them some choice . For example, if you’re teaching how to describe a place, let each student choose the place they want to describe rather than making them describe their home. They might pick a sports stadium, coffee shop, mountain cabin, or the moon, but they’ll still be practicing the skill at hand. Providing structure and guidelines while offering some freedom of choice gives you the best of both worlds. When students have some ownership of what they’re writing, they’re much more likely to enjoy the experience.

3) Choose High-Interest Topics

While giving opportunities for students to pick their own topics is beneficial, we understand that it isn’t always feasible. There will be times when you’ll have to assign a specific topic to write about, but you can do this in a way that doesn’t cause your student to become disengaged.

To maximize writing motivation in these instances, choose a topic that your students are likely to enjoy. Take their interests into account when coming up with an assignment and consider incorporating age-appropriate current events or trends into your instruction (if you’re comfortable with it). 

Then, once you’ve assigned a topic, get your students excited to write by letting them share what they already know about it or any relevant experiences that they’ve had. You can also show videos, read articles and mentor texts , or even go on a virtual or in-person field trip for inspiration. 

Getting your students hyped up to write about a topic is crucial when you’ve chosen it.

4) Let Them Share Their Writing

Professional writers would probably agree that there’s no greater feeling of pride than what comes from getting to share their work with others. Sharing a piece of work that you’ve poured a lot of time and energy into with people who will appreciate it and offer praise is a great way to stay inspired. 

So, don’t let your student’s writing submission stop with you! Come up with ways that you can allow your students to share their finished pieces if they want to. Some examples of how you can accomplish this include:

• Entering a writing contest
• Reading their piece aloud to their classmates or family
• Making a digital newsletter or e-book and sending it to extended family members
• Joining a local writing club and sharing it with other members
• Creating a “class blog page”

It’s important to note that you should never force your student to share their work if they aren’t comfortable, as this could lead to feelings of stress and anxiety regarding writing.

5) Establish a Positive Learning Environment

If you’re wondering how to get students inspired to write, one of the best ways is simply to create a positive environment for them.

Aside from being disinterested in topics, one of the other main reasons students struggle with writing motivation is insecurity. When a student doesn’t feel confident in their abilities and considers themself a bad writer, they probably won’t feel motivated to write. Sharing encouraging words and promoting a growth mindset can make a world of difference.

When editing their writing, always communicate their strengths first and try to keep critiques positive and constructive. Then, gently offer pragmatic suggestions. Writing can make some students feel very vulnerable. A positive attitude really helps to encourage and inspire them to find their voice.

Motivating students to write can be challenging at times, but there are plenty of ways that you can make writing an enjoyable experience. We hope you find these tips helpful for your students!

Looking for a fun and effective writing curriculum to motivate your student? Check out our award-winning program—WriteShop ! 

Reader interactions, leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Related Stories

Overcoming Teen Handwriting Struggles in the Digital Age

4 Fun Writing Games for Kids

Why Is Writing Important?

Don't waste your time. I have already found the best essay company and agreed on a 15% discount on the first order. Enjoy!

• 9 Tips for Writing a Brilliant Motivational Essay

Whether you are a high school student caught in the crossroads of your educational journey or an undergraduate debating on a graduate degree, several steps must be taken, from choosing a college or master’s program to applying for your dream job.

On the other hand, choosing is the easy part; getting into the college of your choice is a different story. Most colleges and universities require students to have excellent grades and write a motivational essay describing why they want to pursue his\her desired major at their university.

Writing college motivational essays is a required part of any educational institution’s application process. Then again, some employers require job applicants to submit inspirational articles along with their resumes.

A motivational statement allows you to show off a little more of your personality and explain why you are qualified for the university course or job position in question. This is an opportunity to stand out and demonstrate your integrity and your ability to turn your knowledge into a successful career.

This article will teach you how to write a motivational essay that will help you get into your dream university or land your dream job.

Table of Contents

9 Tips to Write a Motivational Letter

There are a few things to keep in mind when writing inspirational statements to help you write a good paper. Many students struggle to find the motivation to write an article or are simply stumped when asked “What motivates you in life?”. Motivational papers are not as complicated as you may believe. To write a perfect inspiration paper, use the following tips:

1. Research the Institution to which you are applying

It is not in your best interest to simply copy and paste motivational essay examples or templates from the internet. The first step is to learn how merit-based admissions work at your preferred college. If you already have outstanding grades, you have to figure out what other aspects of your life could boost those grades.

Many universities, for example, seek students who have good grades, participate in extracurricular activities, have some volunteer experience, and are involved in social initiatives in school and their community.

Researching your preferred university will assist you in writing a tailored inspirational essay that will showcase all of your personality and goals. It’ll also broadcast how your social and volunteer work will continue to be a factor when you get into the university. Knowing about the university and including that information in your inspirational paper will be a breath of fresh air for the reader. It will give them the impression that you are confident in your decision.

Be sure to sprinkle some positivity and determination in your motivational statement.

2.  Be Creative

I know this may seem obvious to most people but it is still critical. The first two or three sentences of your motivational letter are crucial to the reader. Remember that the person reading your inspirational statement has most likely read thousands of others before it. Keeping the reader’s attention early on will thus benefit you.

Assume your college motivation letter isn’t exciting and doesn’t hook the reader from the first sentence. The reader is likely to close the letter and decline your application at that point.

You want the first paragraph of your motivation essay to keep them guessing and interested in reading until the end. You can include a mysterious story about your motivations and leave the culmination until the end.

3. Get Personal in your Motivational Essay

Make your motivation letter specific to the employer or university to which you are applying. Your letter should reflect your distinct style and personality. Your employers or university are interested in getting to know you better and no one knows you better than yourself. So, don’t just look up some motivational essay examples and use them as your own. The inspiration article should include the things that make you tick, your passions, and more!

Many students prefer to entrust the writing of motivational letters to a professional writing service. However, I can assure you that this is a bad option because you should write the motivation essay yourself.

4. Adopt a Straightforward and Succinct Tone

The objective of a letter of motivation, as the name implies, is to demonstrate your motivation for attending college to the school board or the reasons why you deserve a job to an HR manager who will read it. Avoid using long phrases and, instead, get right to the point. Explain in simple terms what you’re looking for and what you have to offer. Concentrate on what is vital; the rest will be addressed later.

5. Clearly Explain your Motivation

Make it a point to convince the school board or recruiter that this is the right college or job for you. Hit the nail on the head as many times as possible. Demonstrate that this is, without a doubt, the best place for you. Make use of all of your persuasion skills.

If you’re a student who can’t seem to motivate yourself to write the letter, think of it more as your motivation for earning a degree paper. This way of thinking will make you come up with points that are straightforward for your motivational letter.

If you’re writing an inspirational paper to apply for a job position, make sure it includes all of the qualities listed in the job description. Explain how each of the qualities relates to you.

6. Share your Professional Goals

In your inspirational essay, don’t be afraid to put yourself in the future. Outline your career goals and how the university or job offer is a step in the right direction. Also, talk about what you’ve accomplished and what you’re proud of.

7. Find The Right Balance

Of course, you must present yourself in the best possible light and persuade the recruiter that you are the right person for the job but don’t be too smug. At the same time, don’t undervalue yourself or appear overly modest. Try to summarize your accomplishments but avoid bragging about them. Please keep it simple; don’t fill the entire page with your achievements; instead, choose the ones that are relevant to the university or job requirements.

8. Back up what you’re saying

Simply stating that you are organized or that you have a sense of responsibility is not enough. Avoid overused phrases and explain why you’re organized. In your inspirational letter, provide some examples. When writing your motivational paper, one approach is to write as if you were a narrator. Narrating allows you to see yourself through the eyes of another person, telling the story of your life and goals.

9. Ensure that your Essay is Grammatically Sound 

When it comes to writing motivational letters, grammar errors are a no-no. So, double-check and have someone else read your inspirational paper because they may spot grammatical errors that you’ve missed. Also, it would be best if you avoided abbreviations and technical jargon. Do not try to sound like you’re writing a school assignment; instead, use the most elegant yet straightforward language and tone to make your point.

Don’t make writing a motivational statement more difficult than it should be. Focus on the essential things and let the rest go. Keep in mind that the college or company is curious to learn more about you. So, stay relaxed and make use of the tips we have mentioned above and you will be on your way to a brilliant motivation letter.  For more information on college writing tips and essay writing services, check other articles on Essay Advisor .

• Useful Tips on How Not to Get Caught While Using Professional Writing Help
• Are Essay Writing Services Ethical? [2021]
• Is There a Chance to be Expelled From College If You Buy Essays Online
• How to Write a College Essay: A Step-by-Step Guide
• Six Obvious Mistakes Essay Writing Service Users Make

Related Posts

• 6 Reasons for Why Essay Writing Services Are Safe and Worth Your Time and Money
• The Difference Between ENL vs ESL Writers: Which One to Choose?
• How to Write a Compare and Contrast Essay In 8 Steps
• What is the Best Reddit Essay Writing Service?
• 5 Reasons for Why Essay Writing Services Are Legal
• 10 Criteria to Select a Pro Essay Writing Service Online
• How to Check If an Essay Writing Service is Trustworthy or Not?

Tips for Writing Your Motivational Statement and Essays

While it’s one of our favorite parts of the application reading experience, we know that writing essay components can be anxiety-inducing for applicants. As you start or continue your application , we hope you find this guidance on the motivational statement and essays helpful.

Motivational Statement

All students applying to the Master of Public Policy (MPP) , MA in Public Policy (MA) , MS in Computational Analysis and Public Policy (MSCAPP) , and MA in Public Policy with Certificate in Research Methods (MACRM) programs are required to submit a 300-word motivational statement answering the questions: Why policy? Why Harris? (Or a version of these questions more specific to your program).

Some suggestions as you are thinking about your answers to these questions:

Answer the prompt. Don’t worry about using precious space to introduce yourself—jump right into answering the question. 

Write first, edit later. Get your ideas onto the page—whether that means bullet points, idea webs, or a journal entry. Don’t worry about crafting the perfect opener, meeting the word count, or checking grammar when you are first getting started.  

Reflect. Think about the professional, personal, or academic experience that has inspired you. 

Be specific. When answering Why Harris? , be specific to the University of Chicago and Harris. Analyze why certain programs, centers, classes, or professors made you want to apply here. 

Optional Essay Questions

Although the Motivation Statement is required, the essay questions are optional. For all optional essay questions, we aren’t just interested in the “right answer,” but how you are thinking about and approaching these complex questions.

Students applying to the Master of Public Policy (MPP) program may pick any of the three questions below. Completing question three will allow you to be considered for Pearson fellowships open only to MPP students.

Students applying to the MA in Public Policy (MA) , MS in Computational Analysis and Public Policy (MSCAPP) , and MA in Public Policy with Certificate in Research Methods (MACRM) programs may choose to complete optional essays 1 and

Option 1: Challenge—Describe briefly the biggest challenge you have ever faced. How did you tackle it and what did you learn? (max 300 words)

Tip: In essay one, you may write about a personal, professional, or academic challenge when answering this question. Perhaps more than the challenge itself, we are interested in how you tackled the challenge, and what you learned in the process.

Option 2: Community—Where do you see yourself getting involved in the community during your time at Harris—either at the University of Chicago or in the city of Chicago? (max 300 words)

Tip: If you are answering essay two, please make sure to speak specifically to Harris or UChicago.

Option 3: Pearson—If you would like to be considered for  The Pearson Fellowship , please answer the following: In reflecting on the complexities of past and present protracted global conflicts, please analyze what singular global conflict most puzzles you personally, and discuss why.

Tip: Please note that “global conflict” can refer to a range of conflicts (i.e. inter/intra state; those involving non-state actors, etc.) and a range of issues associated (i.e. refugee crises, religious conflict, gang violence, drug wars, domestic violence, etc.). Remember to consider: Is the conflict actually puzzling? For example, does it involve actors acting against their own best interest, or operating irrationally?​ And finally, for the purposes of this essay, you will not need to cite sources.

We hope you find these tips helpful as you move your application forward.

Upcoming Events

Pku-uchicago summer school general webinar with alumni perspectives, harris evening master's program - virtual class with john burrows, ask admissions: sdg challenge program for high school students.

• How to Apply
• Why Public Policy
• Financial Aid
• Academic Advising
• Disability Resources
• Room Reservations
• Academic Calendar
• Faculty Resources
• Faculty Access
• Human Resources
• News and Events
• Alumni Directory
• Get Involved

• Essay On Motivation

Motivation Essay

500+ words essay on motivation.

Motivation, the word itself, means positive vibes which push an individual to go through tough times. We all are unaware of what drives one to stay motivated. We have different sources, such as our role models, parents, teachers, etc. Everyone should have some infrequent motivation intervals to move forward in their life.

Meaning of Motivation

Motivation provides us with positive energy to achieve our goals and makes us feel optimistic and enthusiastic. It pushes us to perform our work specifically to get results. In our life, it gives us the energy to stay focused on our work. Every individual needs the motivation to achieve their dreams and aspirations. Human beings have numerous things to motivate themselves, such as encouragement from loved ones, friends, etc. Motivation from our parents makes us feel more confident about the path we pursue. It encourages us to believe in ourselves and make us stronger. Sometimes, we fail to achieve success, and at that phase, we require motivation. Once we get motivated, we start fresh with energy and hope.

Motivation comes with constant practice, meaning getting moved or inspired by someone that will help you achieve your goals. Everyone needs motivation, whether in a workplace, school, institution, etc.

Role of Motivation

Motivation comes with the right mindset irrespective of your goal, too big or long term. It helps us to move ahead mentally and physically. To keep ourselves motivated, we require a driving factor or tool and to become successful; we need to push our boundaries. Also, you need to come out of your comfort zone to reveal your true potential.

Types of Motivation

An individual might have various types of motivation, but in my opinion, motivation can be self-motivation and motivation by others.

Self-motivation: Self-motivation means keeping ourselves motivated without the influence of other people and situations. If you are self-motivated, you can complete the given task without guidance and encouragement.

Motivation by Others: People who lack self-motivation need help from others to keep themselves motivated. They need encouragement from others to maintain their state of motivation. These people also need to listen to motivational speeches for inspiration.

Sources of Motivation

The source of motivation can be anyone, either your school teachers or your parents, depending upon the situation.

From People: When it comes to our motivation, our mothers play an imperative role. Mothers selflessly motivate their children in every stage of life. According to research, it is found that when we communicate with our mothers, our brain releases oxytocin in a reasonable amount. It makes us feel good and motivated. Also, some people are well-known about our goal clearly, so they encourage us.

Famous Personalities: We also get inspiration from our favourite personalities like social workers, writers, political leaders, film stars, presidents, cricketers, etc. We want to become like the person we follow, which indirectly becomes our motivation.

Animals: Animals also motivate us, like dogs, which always make us happy. We can also take the example of an ant who keeps on falling but never gives up, so it teaches us that we should not feel unmotivated by our failure. Similarly, if we look at our surroundings, many animals motivate us.

Nature: The season is the best example when we talk about nature. The season keeps on changing, but we might not like every season, but still, we survive and understand its significance. Rivers also inspires and teaches us to face every problem of our life.

Books: They are one of the best sources of motivation. Many books have beautiful experiences shared with some captivating stories. Books are our best friends and the best motivators.

Conclusion of Motivation Essay

It is not only you who may feel low or sad. People meet different people and get motivated, like an energy drink. Always have your inspiration with you because it will help you achieve your goals. It is good to be optimistic because it helps us achieve our goals and adds peace to our lives.

From our BYJU’S website, students can learn CBSE Essays related to different topics. It will help students to get good marks in their upcoming exams.

Frequently Asked Questions on Motivation Essay

How important is self-motivation.

In today’s competitive world, motivating oneself constantly is necessary to move forward in life and career.

Do teachers play an important role in the ‘motivation factor’ of students?

Students spend maximum time in school, and thus, teachers are solely responsible (after parents) in motivating children towards the right goal.

How do students develop motivation?

Students can keep themselves motivated by setting realistic goals, making note of their progress, following timelines and rewarding themselves for their achievements.

Leave a Comment Cancel reply

Your Mobile number and Email id will not be published. Required fields are marked *

Request OTP on Voice Call

Post My Comment

• Share Share

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

Counselling

217 Motivational & Inspirational Essay Topics

Sometimes you just wish there was a marketplace with vendors shouting, “Topics for argument essays! Who wants inspirational topics to write about?” Well, you are lucky enough: you’ll find plenty of inspiring things here! Coming up with some argument essay topics is quite easy! In this article, you’ll find some of the brightest examples of motivational essay topics prepared by the experts of Custom-writing.org . There are also great tips that will help you make your essay or speech truly exciting.

🔝 Top 10 Inspirational Topics to Write About

• 🎉 Monroe’s Motivated Sequence

💪 Top 10 Motivational Topics to Write About

• 🎓 Topics for College Students
• 🏫 Topics for High School Students
• 🚸 Topics for Kids
• 🧔 Personal Essay Topics
• 🚀 Other Motivational Topics
• Can hard work beat talent?
• What can failure teach us?
• A life lesson learned at school
• The biggest mistake you’ve made
• The importance of positive thinking
• Is being grateful the key to happiness?
• How to be successful at teamwork
• The person who has changed your life
• Is goal-setting effective for success?
• Meditation and work-life balance

🎉 Monroe’s Motivated Sequence: The Best Way to Inspire by Your Essay or Speech

The purpose of any motivational essay or speech is to convince the audience that they need to improve themselves and their surroundings. The ability to inspire people is essential in personal and professional life, especially in managerial positions.

Monroe’s Motivated Sequence will help you carry the day whenever you intend to persuade your listener in some statement or prompt them to change their behavior.

The method is based on scientifically justified cognitive processes. Notably, the majority of people strive for a balance, and if they face a problem, it causes discomfort. So they are ready to take any action to eliminate this dissonance. Bearing this in mind will make the following five steps more clear:

• Grab the attention. Aristotle said that to persuade the speaker needs to establish credibility, i.e., to sound like an expert. Tell them why they should trust you: are you an expert, or are you in the same situation as the listeners? Otherwise, such simpler hooks as humor, rhetorical questions, and motivational quotes would do as well.
• Find out the need. No problem can be resolved from the point where the problem was created. Illustrate the urgency of the subject field and make the audience engaged with it. Shocking statistics about life and society will help you do so.
• Satisfy the need. Now you are supposed to provide a solution to the problem. Give your audience a plan of action with some interesting argumentative grounding. True-to-life examples and viable data are valuable here.
• Explain the consequences. You can do it for one or several probable scenarios, one of which should be the maintaining of the status quo. Put in detail what disadvantages the current situation is bearing and what benefits could be drawn from the required changes.
• Call to action. Put it simple and actionable. Make a summary of what you said in paragraph 3 and restate the best outcome achievable.
• Can art help fight stress?
• Is charity a moral obligation?
• How your background shapes you
• Is every experience a good experience?
• Self-care as a way to deal with trauma
• Your experience of overcoming fears
• How to be responsible for your feelings
• Can humility make you a good leader?
• The importance of good communication skills
• Physical change as a way to get out of comfort zone

🎓 Inspiring Argumentative Essay Topics for College Students

College life is rebellious and eventful. Step by step, students enter adult life. At the same time, they start asking themselves hard questions. Giving them inspirational essay topics will raise their spirits and instill confidence in their strength. Very soon they will face such problems as employment and choice of lifestyle. It is better to think before the bell rings for the last time.

• Persistence is the crucial factor in starting your own business . Do you think that at some point, it can be reasonable to give up your business? What could be done to turn the failure into a benefit?
• Long-term success requires daily effort. Think about how to find inspiration in life. Do you agree with the theory of 10,000 hours? What does success mean to you?
• Which skills does a college graduate need to keep pace with the rapidly changing job market? Technologies change our lives dramatically every next decade. Does the educational system evolve as fast? How could a student get ready for the requirements that are not covered by the curriculum?
• What does constant learning and self-development comprise? Is it only about reading, or does it include more practical things? How could people make personal improvement an everyday practice, and should they?
• Time management can fulfill your dreams. If you lack time to become what you would like, you will always be discontented with what you are. What time management methods work effectively?
• It takes much effort to recover from a failure , but it pays off a hundredfold.
• A startup is better than being an employee at a big company.
• Jobs in medicine are a perfect opportunity for extraverted people to use their social skills.
• Small businesses are better at surviving hard times.
• If you master emerging technologies , you will have no rival.
• Education for students of colleges and universities should be free .
• Should an adult person change their job if it does not make them happy?
• Higher education teaches us to find the necessary information rather than specialized skills and knowledge.
• How important is teamwork in a startup ?
• Criticism is crucial for building adequate self-image.
• All businesses would benefit from a transparent economy.
• What could the last three generations of women empowerment teach us?
• Being a role model for your children : key factors.
• The most important fruit of your efforts is your personality .
• If I love, I give; I am not a bystander .
• Joy and sorrow are the inevitable realities of life, and we should be grateful for them.
• Unmade choices can rob your happiness .
• Self-motivation is the most important skill for youth.
• The person that does not want to create intends to destroy.
• Time has more value than money.
• Do Computers Rule Our World?
• Efficiency and Annoyance of E-Marketing .
• Domestic Violence : Victims Must Fight Back.
• Sex Education as a Necessity … and a Very Delicate Issue .
• Animal Experimentation: A Cruel Way to Cure Humankind .
• Sentenced to Death: Capital Punishment . Right the Wrongs Radically.
• Euthanasia: Murder out of Mercy or… Shortcut to Inheritance?
• Advertisements Manipulate People! Restricting the Ads.

🏫 Inspirational Essay Topics for High School Students

They do not expect you to to be too academic at high school, so your creativity can have no limits! Philosophical writing will make you look profound in the reader’s eyes. Still, real-life motivational speech topics would also be a great chance for your self-expression. Try to make your essay informative, avoiding shallow phrases.

• How could keeping your room clean help your studies ? Does order at home influence our mental state? Why do people study at a library, in impeccable order?
• The only purpose of life is to be truly alive. What does being alive mean to you? Is it about extreme activities and adrenaline, about love and feelings, or about achieving something significant?
• Are rituals important when one prepares for an important event? Do you consider routines as something superstitious? Do you practice similar actions before giving a public speech or asking someone to go out with you?
• Are we what we think of ourselves, or are we what others think about us? Is another person’s opinion important for you? Does it define you anyhow? How significant is your self-esteem in your life?
• Money can’t make you happy. If your soul knows no peace, no material benefits will remedy it. The most satisfied people are content with what they have.
• Life is short, and every day too valuable to procrastinate .
• What is worse: to be fat or to be mean?
• Funny moments make life more colorful.
• Happiness is not God’s gift. It is a result of hard work.
• Empathy makes us more humane.
• Dreams are not enough. You need to act.
• Is your life environmentally friendly ?
• When should students make their career choice ?
• The homeless and the poor : whose responsibility is this?
• The environment could be saved even by small changes in everyone’s life.
• Drones are the new era of delivery and surveillance.
• Negative thinking is the shortest way to turn one’s life into horror.
• What does make up a life: big days or ordinary days?
• Never forget who you are and what is essential for you.
• Overthinking about life distracts you from it.
• Biographies of famous people contain lots of inspiring ideas.
• Now or never: live your life today.
• You know your heart more than anybody else. So better trust it.
• If you are different, it means you have enough courage to be yourself.
• What is the motivation of people who wish to be the best in everything?
• Exam Nights : Why It Is Bad to Stay Up All Night Studying
• How to Behave If You Witness Bullying
• Why I (And More People Should) Prefer iPhone to Android
• The Latest Transformers Movie Is the Best One in the Series
• Education Pressures Can Be Reduced by Getting Rid of Grades

🚸 Motivational Essay Topics for Kids

Most kids adore speaking about important things: friends, parents, favorite protagonists, school, and games. The only thing you need it to pose the correct question. Thus the task will not just be educational but also engaging. Education for children is just another game, don’t forget it.

• Kids should grow up next to nature. Do you like to spend time in the woods or parks? What games could you play there? How does it change you?
• The best event that happened to me last summer. Where did you spend last summer? Did you make new friends ? What was the most exciting moment?
• How do I know that I am a good son or daughter? Does helping your parents with domestic chores make you a good child? What is good and bad behavior?
• A pill of good mood : my recipe. How do you improve your mood? Would you prefer sweet goodies, dancing, a good joke, or something else? How often are you in a good mood?
• How do you choose your friends? What traits of character are important for you in another person? Do you appreciate the friends that are kind, polite, well-bred, funny, helpful, or caring?
• Music should sound in school corridors during breaks.
• My grandparents are my best teachers.
• The traditions of my family bring us closer.
• Think about how to find inspiration in life if misfortune has happened to you?
• If you could change the ending of a fairy tale , what would it be?
• Be nice to the others if you want them to treat you nicely too.
• What is your favorite Christmas tradition?
• What is the best holiday for you?
• Tell three things you would like your parents to stop doing.
• Should we give animals more rights?
• Kangaroos are the best mothers in the animal world.
• What was your most significant birthday wish?
• Which country would you like to visit, and why?
• Is expressing yourself in English easier than in other languages?
• Which superhero power do you consider the most useful?
• Would you rather be rich and famous, or modest and free?
• What does a “comfort zone” mean for you?
• Sorting out trash helps the environment.
• What is the coolest profession ?
• How do you struggle with your fears ?
• Me and School: I Can Get Along with New People .
• My Favorite Sport : It Truly Makes People Happy.
• My Pet : Reasons to Keep It.
• My Pastime: Why I Think It Is Useful.
• The Person I Admire : Why Following His/Her Example.
• Praying Is Good—It Will Help You.
• Why Keeping Zoos Is Not Cruel.
• My Mom Works , and That Is Alright.

🧔 Personal Inspirational Topics to Write About

Your personality is unique. That is what makes us so interesting to each other. Find what distinguishes you from other people, and what makes you similar to them. Explore the effect of these features on your life. What habits and ways of doing things are expository of you? Going into these details will make your essay engaging and even touching.

• How could meditation make us more self-aware? What kinds of meditation do you know? Are they equally beneficial for the mind and body?
• Can you master your emotions in stressful situations? What was the strongest feeling you have ever experienced? Could you overcome it, and how?
• Are you introverted or extroverted ? How does it influence your lifestyle and relationships? What complications does it cause? Would you prefer to be different?
• How much do your friends and relatives define your personality ? Can we choose the people we would like to surround ourselves with, or does life make it for us?
• List the things that motivate you. Group them into categories. Why do they inspire you? Are they universal for everyone or personal to you?
• Can crying ease the sorrow?
• What were the biggest challenges in your life?
• How do you overcome stress and anxiety ?
• What means a “comfort zone” for you?
• Which controversial issues do you like discussing the most?
• Is keeping your house in order important for you?
• What was your role model in childhood?
• Are there things in your life you are grateful for?
• Do you have specific eating habits ?
• Is there any problem you cannot resolve for many years?
• Do you think bullying could be eliminated at schools?
• Could you call yourself a feminist ?
• What could your generation teach older people?
• What are the treasures of your family?
• What were the milestones in your life?
• Do you have a personal credo?
• If we were given points for being humane, how many would you earn?
• What would a stranger say about your character after a 5-minute conversation?
• Are you a believer ?
• What question would you ask a celebrity if you had a chance?
• Why I Ride A Bike Instead of Using Public Transport
• Is Makeup Appropriate for School?
• Why Playing the Original Half-Life Is Still Better than the Sequels
• Why I Do Not Wear Watches
• Why I Decided to Have a Makeover

6. 🚀 Other Motivational Topics to Write About

• Vegetarian Diet : Animals’ Lives vs. Your Health ;
• Commercials on the Internet: More than Annoyances;
• Sacrificing Animals for the Sake of People: Experimentations;
• Who and Why Plays Lottery: Big Chances, Small Wins.

• A Call Worth People’s Lives : Cell Phones as a Threat;
• How to Cope with Boredom… and Whether It Is any Use to Do So;
• Religion, Wars and Religious Wars: Can You See the Pattern?
• The Change of Male Roles: Men in Women’s Clothing.
• Female Roles Shifting: From Housewife to Breadwinner.
• Pregnant Teenagers and Society: Temper, Patience, Tactfulness.
• Climate Change Is Hand-Made. The Impact People Have on Earth .

History Topics

Yes, there is, just like any other field of knowledge. History is not only about dates and events—it is also about interpreting and evaluating the connections and impacts of those past happenings.

History will give you lots of argumentative topics, and here are some examples:

• Why World War I Was Inevitable: What Led to the Inevitability of War
• The Hiroshima and Nagasaki Atomic Bombings Could Have Been Avoided: What the Allies Should Have Done
• Baby Boomers Were the Main Driving Force of the Sexual Revolution
• Among All Women’s Rights , the Right to Vote Was the Most Important

Writing about history can be challenging because you need to do a lot of research, but just look into any historical topic, and you’ll see how many creative opportunities for argumentative writing it’ll give you!

Social Media: The Topical Topic

Social media is an important part of many people’s lives today, and lots of argument essay topics can be dedicated to the various social media platforms. Think about tips for social media users, and also consider social media as a phenomenon. An example of a good essay could have one of these titles:

• Fewer Friends on Facebook Is Better
• Tweeting Too Much Annoys Your Audience
• How to Be Creative in Your Social Media Posts
• Do Not Spend More than Two Hours Daily on Social Media

For example, is there something you dislike about social media in general or perhaps about the way the people you follow behave online? Come up with arguments about why you dislike it!

Health and Medicine

In health care and the medical field, the number of argument essay topics is immense. There is a wide range of topics available, from arguments on how to manage your own health to arguments on how the entire health care system should be improved.

• Nursing Is More About Providing Comfort than Treatment
• Is Abortion Acceptable for First Pregnancies?
• Children with Mental Illness Should Go to Regular Schools

Your topic can be more personal if you want—for example, argue why running is good for your health or why giving up sweets altogether would not be a good health decision.

Pop Culture

Simply look around, and you will see an incredible variety of topics about what people see on TV, on the Internet, and in movies. If you’re into pop culture yourself, you surely have things you’d like to argue for or against.

• Why One Direction Should Never Come Back from Their Hiatus
• Lady Gaga’s Performance Was the Weakest Halftime Show in Years
• Should Children Be Exposed to Pop Culture ?
• Hollywood Blockbusters Are Channels of American Cultural Influence

Notice that your topics can be both about pop culture events or people and about pop culture as a whole.

Social Issues

If you want to turn to important topics that affect the whole of society, social issues are truly an inexhaustible field. Consider these topics:

• Legalizing Weed Is Inevitable
• Why Law Enforcement Authorities Should Be More Aggressive During Mass Protests
• Police Brutality : Are Mass Protests the Answer?
• Domestic Violence : Why Every Victim Should Report
• Should Basic Income Be Guaranteed?

For any social issue, you will easily find many proponents and opponents with various arguments, so take a stance of your own and start writing!

Leadership is something people talk a lot about in business, education, health care, and many other spheres. Whether you want to discuss leadership in the context of interpersonal relationships or in the context of public administration and governance of countries, you’ll find plenty of topics!

• Why You Should Try to Be a Leader in Your Class
• Leadership in the Workplace: How to and What for
• Instead of Preserving Their Own Power and Influence, Country Leaders Should Teach Others about Leadership
• What Are the Ways for Leaders to Build a Followership?
• Talk Like a Leader: The Adoption of Verbal Leadership Techniques

To start, try to pick a leadership topic that you’ve come across in your life—for example, argue for or against being a leader among friends or classmates. Also, check out common leadership essay requirements on our website!

Global Issues

Globalization poses a big question: Is it good or bad? By thinking about different aspects of the process, you can try to take a position and defend it.

• The Global Market Is a New and Better Level of International Trade
• Why Anti-Globalists Are Wrong
• Globalization Is a Threat to Indigenous Cultures
• Going Global : Why Adjusting Your Business to Cultural Differences Is a Poor Globalization Strategy
• How McDonald’s Is Killing Local Food Traditions

Also, try to think about particular global issues, such as global terrorism—propose a strategy of how it can be fought and argue why this strategy is the most effective one.

Climate Change

Since there are people who do not believe that climate change is happening, you can find many interesting topics to argue that it is—or, on the contrary, to support their position.

• Is Global Warming Real?
• What Prompts People to Personally Contribute to the CO2 Emissions Reduction Efforts?
• Why Fossil Fuel Producers Are Responsible for the Decrease in Biodiversity
• Carbon Taxes or Mitigation Strategies: What Should Governments Do?
• Why an Increase in the Sea Level Will Be a Disaster

Remember that there are many subtopics related to global warming: the greenhouse effect, water management, evidence of climate change, and many more.

Environment and Sustainability

This is closely related to the previous group of topics: think about pollution, environmental friendliness, and sustainable development.

• Turn off the Water when You Brush: Why You Should Try to Contribute to Sustainable Development in Everyday Life
• How Should Governments Prevent Pollution?
• Waste Management Profits: Waste Should Be Used to Produce Energy
• Hybrid Cars Are Better than Regular Ones
• Reasons to Choose Eco-Friendly Packaging

Go on and explore the many related topics—for example, deforestation, desertification, or renewable energy.

Gender Issues

Gender studies grew out of sociology long ago, and it is now a separate academic discipline that is controversial and can propose diverse topics for arguing. See for yourself!

• Gay Marriage Should Be Legalized Globally
• Men’s Feminism : By Definition, Can Only Women Be Feminists?
• Reporting Harassment Is the Best Strategy to Eradicate Gender Discrimination in the Workplace
• Rethinking Gender Roles in Western Civilization: Paternity Leave and Maternity Leave Should Have Equal Legal Statuses
• Attributes of Masculinity: Can Men Wear Women’s Clothes ?

When looking for topics to write about in the business sphere, pay attention to these examples:

• Reasons to Start a Business Instead of Being Hired
• Businesses Should Engage in Corporate Social Responsibility to Build a Favorable Image
• A Balanced Scorecard Is the Best Way to Know if Your Company is Doing Well
• Rising above the Competition: How to Address Uncontested Demand
• Business Research: What is the Best Way to Know What Your Customers Need ?

You may also want to turn to specific examples. Pick a business (either a well-known company or a store around the corner) and think about how it could be a topic for an argument essay: its strategies, its positioning, or its choice of communication practices—there are so many aspects to choose from!

Communications

Communication is a wide-ranging notion: It is both about texting a friend to tell a funny story and emailing an HR manager when looking for a job. According to a famous article from The New York Times, the goal for any type of communication is the same: effectiveness. So consider these examples of arguing how communication can be more effective:

• Why You Should Avoid Sarcasm In Your Speech
• Body Language: How to Look Confident and Trustworthy
• In English, Why You Should Avoid Saying “Not”
• Email or Personal Conversation: Which Is Better?
• Giving Children a Choice: Why Prohibitions Are Ineffective

Also, perhaps you can speculate on different types of media and argue, say, that books are more (or less) emotionally appealing to people than movies.

Essay Writing

If you’ve made it this far, you’re obviously motivated to find a good topic for your argument essay. Well, funny as it may sound, the answer has been right in front of you! Write an essay on writing an essay itself. For example:

• Why You Should Always Make an Outline Before Writing a Paper
• Is a Personal Story the Best Hook in Narrative Essays?
• Compare Contrast Essays: Why a Point-by-Point Structure Is Better than a Block Structure
• Essay Types Classification: Should You Consider Different Types before Starting an Essay?
• How to Write an Essay Faster: Never Start Writing from the Introduction Paragraph

Remember that you want to write an argument essay, so do not merely give your readers tips—instead, argue that a certain approach to composing an essay is the wisest.

This might be interesting for you:

• Top Ideas for Argumentative or Persuasive Essay Topics
• Best Argumentative Research Paper Topics
• Great Persuasive & Argumentative Essay on Divorce
• Gun Control Essay: How-to Guide + Argumentative Topics
• Proposal Essay Topics and Ideas – Easy and Interesting
• Free Exemplification Essay Examples

🤔 Argumentative Essay Topic Ideas: FAQ

This type of essay represents two and more views on a problem or reality. The author is supposed to make it clear which opinion is the correct one compared to the others. The principal methods in this piece of writing are logical argumentation, stating cold facts and reasoning.

• Cloning and genetic engineering
• Global warming: causes and consequences
• Men and women, their rights and obligations.
• Educational systems
• Methods of raising children
• Successful economic models
• Industrialization VS harmony with nature
• Money and means of earning
• Leadership methods
• Social media VS real life
• Home and family VS career
• Technologies are changing our lives.
• Good relationships require much time.
• Sports competitions are beneficial for the economy.
• Pets can make us more caring.
• What are the most important jobs for a society?
• Failures make us stronger.
• Computers are all around us.
• Is vegetarianism healthy or not?
• News is too selective and subjective to give us a real picture.
• Legalization of guns and drugs
• Rights of minorities
• Homebirth VS hospital birth
• Differences between men and women
• Globalization VS nationalization
• Corporal punishment
• Fur production
• Market economy or planning
• Obesity and dieting
• Military service: obligation or choice
• Choice of disciplines at school
• Databases for Research & Education: Gale
• A CS Research Topic Generator
• 200 Prompts for Argumentative Writing: The New York Times
• 50 Argumentative Essay Topics: Thought Co.
• Choosing a Research Problem: USC Libraries
• Selecting a Research Topic: Overview (MIT Libraries)
• How do I choose a research topic? UW Libraries
• Social Media & Health Research Topics: UW Milwaukee
• Climate Change Topics: USDA
• Share to Facebook
• Share to Twitter
• Share to LinkedIn
• Share to email

Are you searching for original, thought-provoking, and really controversial debate topics? Here they are! Selecting any of these 25 controversial topics for debate from Custom-writing.org, you can guarantee a heated dispute in class or exciting polemics with your friends. But first, let’s figure it out, what is debate and how you should pick up great...

Perhaps, each person has unforgettable memories of school life. It might be their first day when everything seemed to be exciting and unknown. Or it might be some picnic or trip when they spent a great day outside with their classmates. Writing a high school experience essay requires you to...

We came up with this guide to make school essay writing easy for you. Need some creative writing topics for grade 8? Or recommendations for the 11th-grade expository paper? We’ve got you! Helpful tips and essay topics for grades 8, 9, 10, 11, and 12— our Custom-writing.org team has advice for everyone. Here, you’ll find: 205 great essay ideas; tips on how to write argumentative and persuasive papers. In fact, our recommendations will be...

Have you ever thought about the importance of transportation? Every day we see cars, trucks, planes, and ships and never wonder what exactly they are doing. In fact, these vehicles not only transport people from one place to another. They also form a vast system that plays a vital role...

In a few words, family values can be defined as principles, some ideals, and beliefs within a family that are passed from generation to generation. You should keep in mind that family values might change with time. Besides, they may differ from culture to culture.

India gained its independence on August 15, 1947. Before that, it was a British colony. Since 1947, India has changed a lot, and this is what you will have to discuss in your essay on India after 60 Years of Independence.

Throughout history, people have dreamed of a world without violence, where harmony and justice reign. This dream of world peace has inspired poets, philosophers, and politicians for centuries. But is it possible to achieve peace globally? Writing a world peace essay will help you find the answer to this question...

So, there are a few days left before Halloween, one of the favorite American holidays both for kids and adults. Most probably, your teacher will ask to prepare a Halloween essay. And most probably, it is not the first Halloween essay that you need to prepare. We are sure that...

An investigative essay is a piece of writing based on the information you gather by investigating the topic. Unlike regular research or term paper, this assignment requires you to conduct interviews, study archival records, or visit relevant locations—in a word, inspect things personally. If you’re a fan of detective stories,...

A nationalism essay is focused on the idea of devotion and loyalty to one’s country and its sovereignty. In your paper, you can elaborate on its various aspects. For example, you might want to describe the phenomenon’s meaning or compare the types of nationalism. You might also be interested in...

“People for sale” is a phrase that describes exactly what human trafficking is. It also makes for an attention-grabbing title for an essay on this subject. You are going to talk about a severe problem, so it’s crucial to hook the reader from the get-go. A human trafficking essay is...

Is globalization a beneficial process? What are the pros and cons of a religious upbringing? Do the drawbacks of immigration outweigh the benefits? These questions can become a foundation for your advantages and disadvantages essay. And we have even more ideas to offer! There is nothing complicated about writing this...

50 Powerful and Inspirational Quotes for Students

Browse our list of inspirational quotes for students to combat procrastination, rediscover your motivation for learning, and keep going after any setbacks. We’ve gathered fifty powerful quotes to get you back on track when you’re struggling during your studies.

Explore our inspiring quotes for students and find the words that move you. All of our designs are downloadable for you to print and pin to your wall. Use these motivational quotes to remind yourself why you chose to go down this path of learning and to provide you with comfort.

Learn what motivates you and choose from our collection to get you studying and reading more while always staying positive.

Motivation to Learn

Sometimes college is overwhelming. Your exams, essays, thesis, and due dates can turn into a heavy workload weighing you down. In these moments, you might ask yourself why you’re doing this to yourself, but don’t forget that you get to study a subject that you’re passionate about. When you enrolled, there was this hunger for learning inside you and all you have to do is find that motivation again.

Use the following quotes to rediscover your love for learning:

Education Prepares You for the Future

“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.”

– Malcolm X

What you learn in college today prepares you for making your own way on the job market in the future. You won’t be able to use everything you learned but you’ll have a great foundation to build on. And don’t underestimate the power of learning soft skills like teamwork, time management, and critical thinking as you work your way through group projects and deadlines.

Be Patient and Take Small Steps

“A little progress each day adds up to big results.”

– Satya Nani

Don’t expect that you’ll be able to take in everything you need to study quickly and without difficulty. Give yourself the time to take small steps and divide big topics into smaller chunks. You’ll learn something new every day, which means you’re making progress every day.

Mastering a Skill Takes Time

“Skill is only developed by hours and hours of work.”

– Usain Bolt

Mastering a skill means putting in the time and effort it takes to become good at something. It’s easy to see a master at work and forget that it took hours of work to get to that level. If you set your mind to it and train or study hard, you can learn any skill you want.

Just Get Started

“The way to get started is to quit talking and begin doing.”

– Walt Disney

Too often we get stuck in a limbo of talking about or dreaming about beginning a project instead of just getting started. It’s the fear of failure that makes us come up with excuses but it’s okay to make mistakes. You’ll never grow if you don’t get started and make mistakes along the way.

What You Learn is Yours Forever

“The beautiful thing about learning is that nobody can take it away from you.”

– B.B. King

What you’re studying today, nobody can take away from you again. Knowledge is a power that stays with you as long as you keep using it. Use this power wisely to grow and become the person you want to be.

Seize the Day

It can be hard to get up in the morning and be fully committed to and motivated for the day ahead. It’s important to have a vision and goals that make you want to get up but it’s hard to determine what they are. Brainstorming and  creating a vision board  can help you decide what your vision should be to get you motivated.

Here are our inspirational quotes for students to help you follow the motto of ‘Carpe Diem!’:

Start Your Day With Positive Thinking

“Just one small positive thought in the morning can change your whole day.”

– Dalai Lama

Starting your day with a positive attitude towards learning and your life of study can be an enormous help to make your day in school or university go smoothly. Just a few minutes of reflection and writing down one positive thought in a gratitude journal every day will gradually form a more positive outlook. You might not see the effects immediately but if you tend to worry, try it and see the difference it can make to your day.

Focus on the Here and Now

“You can’t have a better tomorrow if you’re still thinking about yesterday.”

– Charles F. Kettering

Sometimes exams or essays might not go as planned and you find yourself mulling over what you should have done better over and over again. This is a waste of your brainpower and time. Instead of thinking about what you did wrong, write down lessons learned and apply them to your next project. This way, you can move on and make things better next time.

Don’t Keep Waiting for a Better Tomorrow

“How wonderful it is that nobody need wait a single moment before starting to improve the world.”

– Anne Frank

Every day you start a new day you get the chance to improve and learn something new. Sometimes it’s easy to fall into a pattern of a better tomorrow when you keep pushing a project or studying for an exam to the following day. To seize the day, see what you can do today to improve your world.

Create Opportunities for Yourself

“If opportunity doesn’t knock, build a door.”

– Milton Berle

It takes courage to follow your own path and generate opportunities for yourself, but there are ways to do so. Always be on the lookout for new opportunities that help you to move your studies along. If you find a topic hard to understand, find a study group to help you or be proactive in going to extra tutorial sessions.

Success Has to Start Somewhere

“Every accomplishment starts with the decision to try.”

– Gail Devers

Sometimes all the group projects and exams seem to add up to an unconquerable mountain of workload. If you’re feeling overwhelmed by college work, focus on what you’re getting started with first instead of planning too far into the future. Think about it this way: Anything you’ve accomplished so far, you started somewhere.

Overcoming Procrastination

Procrastination is the arch-nemesis of every student. Usually based on anxiety or fear of failure, procrastination can become a bad habit that students develop over the years. Creating a structure for your studies by spreading out the work with regular breaks helps. 

Here are some quotes to combat procrastination and win the fight by being more productive:

Don’t Make Studying Harder Than it Should Be

“Procrastination makes easy things hard and hard things harder.”

– Mason Cooley

This is an important statement for all the students, who tend to pull all-nighters. Frantically trying to get an essay in the night before it’s due only makes your life harder. Instead of procrastinating until the deadline is only a day away, think about how much time you need for research and writing. Then plan to spread it across a few productive afternoons in the library.

Seize Your Opportunity to Shine

“Procrastination is opportunity’s assassin.”

– Victor Kiam

If you’re procrastinating, you miss the opportunity to show your best work. Anything that you create that has been well thought out and reviewed before submission will be better than a quickly patched together project or essay. Don’t let procrastination get in the way of your opportunity to shine!

Manage Your Time Wisely

“Procrastination is the thief of time.”

– Edward Young

It happens to the best of us. Instead of working on your group project, studying for your exam, or writing your essay, you decide to watch that show on Netflix or play that game on your console. Suddenly you awake from a haze of procrastination and hours have passed. 

You’re not sure where the time went but it’s gone. To avoid procrastination eating your precious time like that, plan your day making sure you achieve a balance between studying and breaks. During breaks, you can enjoy your favorite activities.

Create Healthy Habits to Combat Procrastination

“Ninety-nine percent of the failures come from people who have the habit of making excuses.”

– George Washington Carver

Procrastination often comes from a lack of motivation and a fear of failure that leads us to make excuses instead of getting started on work. This is a vicious cycle, as it’s much more likely to fail or make mistakes if you rush a project or essay to hand it in last minute. Fight procrastination with healthy habits that help you to manage your time.

Accept that There Will Be a Learning Curve

“You don’t have to be great to start, but you have to start to be great.”

– Zig Ziglar

Fight the fear of failure with a positive attitude towards your studies. It’s natural to make mistakes when you’re learning something new. Remember that if you’re not getting started you can’t succeed either.

Quotes to Encourage a Positive Mindset

When student life gets tough with exams and due dates piling up, maintaining a positive mindset can be hard. It’s important though to look at the bright side to keep motivated and cultivate good mental health throughout your studies.

We’ve collected some quotes to inspire a positive mindset:

Stay Positive and Good Things Will Happen to You

“Optimism is a happiness magnet. If you stay positive, good things and good people will be drawn to you.”

– Mary Lou Retton

If you stay positive and surround yourself with friends that cheer you up, you’ll find that happiness won’t be so hard to achieve. Spread positivity and it will be reflected right back at you. Your friends and anyone new you meet at school or university will be happy to have a study buddy with a positive attitude.

Use Positivity to Achieve Your Goals

“Your positive action combined with positive thinking results in success.”

– Shiv Khera

Make sure you translate your positive thinking into actions to keep moving forward with your studies. Instead of a negative no-can-do attitude switch to a can-do philosophy. Don’t be afraid to try new things! College is for exploring and discovering new skills.

Combat Perfectionism with a Positive Attitude

“Start where you are. Use what you have. Do what you can.”

– Arthur Ashe

Don’t get entangled in your inner critic’s judgemental comments. Sometimes you need to let perfectionism go and take a more positive stance of doing the best that you can with the resources you have at your disposal. Not everything you do in school or college will be perfect but you should always be able to say that you did the best you could.

Belief in Yourself

“To be an overachiever you have to be an over-believer.”

– Dabo Swinney

If you’re planning to go beyond expectations in your studies, the first thing you need to do is to believe in yourself that you can. To be successful, let go of your fears and embrace a positive attitude. Know what you’re capable of and have a vision in mind of what it will be like when you achieve your goals.

Strengthen Your Faith in Your Success

“Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence.”

– Helen Keller

Find things to do that give you confidence outside of your studies. See it as a study break to build up your confidence that will help you to stay optimistic. This can range from activities like making art to regular training sessions to keep fit. The little moments of success you have when you’re doing what you like best give you courage and hope.

Bounce Back from Failure

Getting back on track when your results didn’t go as planned is one of the hardest things you’ll do throughout your school and university career. It’s important to not get disheartened when you had to face a setback. Mistakes are part of the learning curve and help you to improve.

Here are some inspirational quotes to help you when it feels like things aren’t working out for you:

Have Faith and Be Patient When Times Are Hard

“Fall seven times, stand up eight.”

– Japanese Proverb

No matter how many times you fail, always get straight back up and try again. Trust yourself to succeed eventually. Even if it took you a little longer than usual, you’ll get there. Instead of giving up, find patience within yourself and give yourself the time you need.

Keep Trying New Things

“A person who never made a mistake never tried anything new.”

– Albert Einstein

Instead of being worried about trying something new, embrace the possibility of failure and focus on enjoying the learning experience. It would be boring to master everything immediately without making a few mistakes on the way that help you improve. If you go into new experiences in college with an open and excited mindset, you’ll be able to shrug off anything that goes wrong.

Move on to Better Opportunities

“I can’t tell you how many times I’ve been given a no. Only to find that a better, brighter, bigger yes was right around the corner.”

– Arlan Hamilton

Rejection is hard to accept but don’t let one person telling you no get you down. A more interesting project might be waiting for you right around the corner. You’re going to meet many teachers and students throughout your school and university career. Some will agree with you and some won’t but that shouldn’t block you from carving your own path.

Embrace Failure as a Means to Success

“We need to accept that we won’t always make the right decisions, that we’ll screw up royally sometimes – understanding that failure is not the opposite of success, it’s part of success.”

– Ariana Huffington

Making the wrong choice sometimes is part of life. Accepting that you’re not perfect and that mistakes happen is the first step towards bouncing back from failure more easily. You’ll come to view your mistakes as just another step on your way to success.

Success Comes at the Prize of Previous Failures

“I’ve failed over and over and over again in my life. And that is why I succeed.”

– Michael Jordan

If even someone as successful and popular as Michael Jordan admits that he fails over and over again, you can stop being hard on yourself. Everyone fails once in a while. The trick is to get back up again and keep taking steps towards your goals.

Practice Kindness and Self-Care

When you’re caught up in a study marathon, you might forget about taking care of yourself and neglect your relationships. However, self-care is crucial to maintain a good balance between studying and relaxing time. Try to practice one of your hobbies regularly to give yourself some time out and to recharge. Avoid becoming a hermit every time you need to study and use your breaks to talk to friends and family.

We’ve collected some words of wisdom on kindness and self-care for you:

Spread Positivity Through Kindness

“In a world where you can be anything, be kind.”

– Jennifer Dukes Lee

When we rush through our days in the fast-paced world of today, we can sometimes forget to be kind. You might get frustrated with the speed that exams come around or fixated on those deadlines and forget everyone and everything else around you. Combat this unhealthy state of mind by stopping yourself every once in a while and looking around you to notice what’s happening outside of your bubble of study frenzy.

Offer Yourself Kindness

“Self-compassion is simply giving the same kindness to ourselves that we would give to others.”

– Christopher Germer

Don’t neglect self-compassion and kindness during your studies. To have the capacity for compassion towards others, you need to be kind to yourself first. To be self-compassionate, offer yourself the same understanding that you would a friend. Know that you’re not alone in this and that many other students face similar issues. This will help shift your perspective and make you feel more connected.

Help Wherever You Can

“Go into the world and do well. But more importantly, go into the world and do good.”

– Minor Myers Jur

If you’re good at a subject, there’s no better feeling than helping a friend who’s struggling with it. If you’re doing well, you can share some of your good fortunes in this way. Students should stick together and help each other out. It’s not only more fun but helps developing friendships that will last a lifetime.

Use Self-Care to Stay on Track

“Self-discipline is self-caring.”

– M. Scott Peck

Self-care is important to build up resilience for staying disciplined and productive. If you can get rid of your inner critic, you’ll be able to spend more time working on your study goals instead of mulling over what went wrong. Practice self-compassion and don’t get caught up in harsh judgments you might make about yourself.

Developing Self-Compassion Takes Time

“Be patient with yourself. Self-growth is tender; it’s holy ground. There’s no greater investment.”

– Stephen Covey

If you’re working on being more compassionate towards yourself, you also have to learn to be patient with yourself. Making peace with your inner critic is not an easy task and takes time. Accept that you’ll learn and grow and you’re well on your way towards greater resilience against whatever life throws at you.

Believe in Yourself and Persevere

Perseverance is deeply rooted in an unwavering belief in yourself. To endure the times when you’re overwhelmed by deadlines and exams, you need to believe that you can get to the finish line. When you’re struggling, take a step back and look at what you’ve accomplished so far. This will give you new energy and a positive outlook. You’ve done it before, so you can do it again!

Here are our inspirational quotes to keep you going:

Trust Yourself to Succeed

“Many of life’s failures are people who did not realize how close they were to success when they gave up.”

– Thomas Edison

When it seems like you can’t go any further, the solution to your problem might just be waiting around the corner. So don’t give up and trust that you’ll find a way. You don’t want to risk giving up right before you succeed.

Mindset is Everything

“Just believe in yourself. Even if you don’t pretend that you do and, at some point, you will.”

-Venus Williams

If you’re struggling with having faith in yourself and your skills, try pretending that you can do anything you set your mind to. Practice this for a while and observe how your mindset changes. You might find that you have a more positive outlook and start believing in yourself more.

There’s More to You Than Meets the Eye

“You are braver than you believe, stronger than you seem and smarter than you think.”

– A.A Milne

Sometimes you don’t know what you’re capable of until life tests you. The pressures of doing well in your degree can be such a test. Look at it as a quest to prove to yourself how strong and smart you are. This way you get to know yourself better and your student life becomes the perfect preparation for your life after graduation.

Endurance Is Key

“Perseverance is not a long race; it is many short races one after the other.”

– Walter Elliot

If you master perseverance, it’s something that will be with you all your life. It’s about having the will to keep going and taking one step after the other even when the odds aren’t in your favor. Take exams and deadlines one by one instead of getting overwhelmed by what can seem to be a very long journey towards your graduation.

Keep Moving Forward No Matter What Happens

“You don’t drown by falling in the water; you drown by staying there.”

Even when it seems hard to keep going, choose to move forward. You can’t accomplish anything by just stopping and staying where you are. Have faith that you’re trying your best and that you’re studying as hard as you can. Keep moving until you reach your goals.

Inspiration to Read More

Reading is one of the best and most pleasurable things to do to sharpen the mind. It’s more than just learning facts and dates from school books. Books widen your horizon and make you see different perspectives. Reading fosters an understanding of the world that would be hard to achieve otherwise.

We’ve collected a few words of wisdom for times when you’ve forgotten about the benefits and pleasures of reading:

Your Path to Greater Knowledge

“The more that you read, the more things you will know, the more that you learn, the more places you’ll go.”

– Dr. Seuss

Reading means knowledge. With every book you read, you learn and with the help of your imagination, you can go anywhere you like. Reading lets you enter spaces that would otherwise be hard or impossible to travel to like distant countries, fictional worlds, or states of mind.

Use Books to Escape

“That’s the thing about books. They let you travel without moving your feet.”

– Jhumpa Lahiri

Even when you have to read a lot for school or university, don’t forget to pick up a book for yourself as a means of escape every once in a while. Even though it might seem counterintuitive to read even more during your study breaks, it’s refreshing and relaxing to read for pleasure and enter a different world for a while.

Reading Opens Your Mind to New Experiences

“Reading is essential for those who seek to rise above the ordinary.”

Reading fosters a more open mind and takes you beyond knowledge. Rather than just taking in information like a computer, you can gain a deeper understanding of the human condition.

Through empathy with the characters you read about, you get to see different worldviews. This will help you keep an open mind for meeting new people and having new experiences during your studies and the rest of your life.

Tap into the Wisdom of the Past

“The reading of all good books is like conversation with the finest (people) of the past centuries.”

– Descartes

A book is your window to the knowledge of the past. Every book is an opportunity to learn from a smart person that you most likely never get a chance to talk to otherwise. Even if they died long ago, their words live on for you to study.

Read Your Way to Success

“Today a reader, tomorrow a leader.”

– Margaret Fuller

Many successful leaders are also avid readers. Applying their knowledge from books directly or indirectly, they paved their way towards success. Even though it can be hard sometimes to motivate yourself for all the reading you have to do throughout your school and university career, it’s essential to read widely to reach your goals.

Motivational Quotes for Graduation

Your big day is just around the corner. After years of hard work, you finally get to celebrate your success with your friends and family. You might have mixed feelings about what lies ahead of you after your graduation and that’s only natural. Remember to stay in the moment and party hard!

Celebrate the bittersweet end of your school career and look hopeful into the future with these quotes:

Get Excited about New Beginnings

“Everything’s always ending. But everything’s always beginning, too.”

– Patrick Ness

Life is full of beginnings and endings and if you hone in on it so is student life. You complete one year of your degree and the next begins. When you graduate, you transition into a different new beginning outside of university. It can be daunting but also exciting. Enjoy every bit of it!

Learning Is for Life

“Instruction ends in the schoolroom, but education ends only with life.”

– Frederick W. Robertson

Even if you’re looking forward to not spending hours studying in the library anymore after graduation, you’ll see that the process of learning never really stops. School and university can prepare you for life in many ways, but life itself will keep teaching you new lessons. That way you’ll keep learning something new every day.

Keep Learning Every Day

“Education is something we have to keep pursuing day after day.”

– Premier Brian Gallant

Enjoy your graduation and have a break, but after that it’s time to keep learning. Even if you think you know a lot, life has a way of throwing new challenges at you. Embrace them! Learning doesn’t end when you step outside your university’s campus for the last time.

Create Your Own Future

“The best way to predict your future is to create it.”

– Abraham Lincoln

Whether you’re unsure about your plans for the future, or a million ideas are running through your head, don’t just keep thinking about it but take action. Planning is great but at some point, it’s time to get started on forging your own path. If you don’t begin to walk on it, you’ll never know where it will take you.

Be Brave and Be Yourself

“It takes courage to grow up and become who you really are.”

– E.E. Cummings

When you’ve just graduated, you have a lot of expectations of what’s to come. Whatever challenges pop up next, face them with courage and remember to be yourself. You’ll continue to grow and find out who you truly are.

Lifelong Learning

Even after your graduation, you’ll continue to learn and grow. Your formal education might be completed but the new lessons of life await. Just like throughout school and university, you’ll face challenges, make mistakes, and get back up on your feet again to continue and grow.

We’ve collected some powerful quotes to inspire you on your path of lifelong learning:

Continue to Look for Sparks of Inspiration

“The mind is not a vessel to be filled but a fire to be ignited.”

When you left university, find more time to look at other areas that have always interested you. Even after years of education, your mind won’t be filled up. You’re only getting started. Be sure to keep challenging yourself and finding those sparks of inspiration.

Retain a Childlike Curiosity

“Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.”

– Henry Ford

Always remember to stay curious about learning new techniques or gaining new knowledge. Even as you get further away from your formal education in years, retain a childlike curiosity that keeps you young. This stops you from stagnating in your job and you’ll keep growing.

Help to Create a Better World

“Education is the most powerful weapon, which you can use to change the world.”

– Nelson Mandela

Don’t underestimate the power of education when it comes to changing the world. Critical thinking and research to see the grey areas rather than view the world in black and white are crucial skills when you’re looking to improve the world around us. Use this power of yours wisely!

Find Wisdom Through Education

“Wisdom…. comes not from age, but from education and learning.”

– Anton Chekhov

If you want to achieve wisdom in life, you have to keep learning. You can learn from experience as you get older but also make conscious efforts to add to your education. A hunger for learning is essential to finding wisdom.

Do What You Love and Keep Learning

“Live as if you were to die tomorrow. Learn as if you were to live forever.”

– Mahatma Gandhi

Live your life like there’s no tomorrow and don’t hesitate to do what you love. Part of that is also to keep on learning and evolving. If you could live forever, you’d want to keep it exciting, which means that you’ll always have to be on the lookout for learning something new.

Elisabeth Strasser

Download FREE premium royalty-free photos and videos

Motivating Students to Grow as Writers

Sara lindberg, psychology 225.

There are several things you can do to help your students cope with critical feedback—a necessary evil in the writing process. The techniques outlined below are designed to help you help your students work toward high standards for their writing, create a classroom environment in which criticism is less personal and therefore less threatening, and grade assignments in ways that provide honest feedback but aren’t so overwhelmingly negative that they undermine students’ motivation. This list is by no means comprehensive. It is intended to get you started, and it is based on my personal experience and my knowledge of psychological research on learning and motivation. You may have ideas of your own, and I encourage you to experiment—individuals’ learning styles differ, and, as psychologists, we’re still learning what motivates people and makes them persist in difficult activities.

In the classroom:

Emphasize your own enthusiasm for writing and your commitment to help each student become a better writer.

• Spend some time thinking about how difficult and frustrating it can be to try to learn what you’re teaching. Let your students know that you understand the difficulty of what you’re asking them to do. If your students see that you empathize with them, they will be less likely to see you as the bad guy.
• Memorize your students’ names. This may or may not be feasible, depending on the size of your sections and the nature of your memory, but I find that students are willing to work much harder for me and are more likely to show up to class if they know that I know them and will be monitoring their progress throughout the semester.
• Another possibility is to have students complete an index card with basic info on the first day of class. Doing this has allowed me to include examples from the interests of any non-majors and to tailor my justifications for utility value of class activities (see below) to those who aren’t aspiring to be academics.
• If students are working on cumulative projects throughout the semester, have them hand in prior drafts with each revision. Or, keep a cheat sheet of student project ideas and major issues that you’ve told them to work on. Use this information to demonstrate that you’re seeing them grow as writers. (e.g., in a conference… “When we last met, you were thinking about doing your paper on topic X; have you thought about that idea further?” or on a paper revision… “Good job reorganizing this section. It flows much better now that you’ve included transition sentences.”)

Emphasize the utility value of writing.

• Who is in your class? What are their career goals? Help them see how writing is a part of just about any successful career, even if they don’t plan to go to grad school or be an academic. Even if they don’t see the benefits of your particular genre, at least get them to see the value of writing as a skill.
• This will be even more effective if you can get your students to generate the reasons why writing is useful on their own. If students are grumbling, take a minute and brainstorm as a group. Have them decipher why you’ve given them a particular assignment and how it might benefit them. I once did this with a group of whiny students and challenged them to come up with an alternate assignment that accomplished the same goals. They did, and we came up with a compromise assignment. Not only were they happier, but they really seemed to enjoy the assignment and took it much more seriously.

Emphasize that writing is a process.

• Use lots of informal writing activities in class, so that there is a constant process of writing and revision. In this context, students’ writing is constantly being evaluated but not graded, so they get used to getting feedback without the added pressure of having it affect their GPA.
• Group writing activities can be particularly effective because they keep the pressure off individuals and are time-effective. For example, after teaching students how to run a statistical test, I’ll do a quick (five to ten minute) segment where we compose the Results section together—how would you write up this test? Or, after reading a scientific study, I’ll have each person write a paragraph summary similar to what they might write in an introduction; then we’ll compare and contrast our paragraphs.
• When providing feedback, critique the writing, not the writer. What are the particular strengths and weaknesses of this piece of writing at this point in time? How can it be improved? Not—this person is a good/bad writer.
• I like to use examples from my own writing. It evens the playing field and gives students a chance to be on the evaluative side of the writing process (they love this!). Meanwhile, you can use their renewed interest to get them thinking about specific writing skills, all while providing them with a strong model of writing in your field. For example, you could use a course paper that you’ve revised, a chapter from a senior thesis or master’s thesis, or a section of a scientific paper that you’re planning to publish. Pick a short segment of your writing and highlight specific things that they should critique (e.g. content, organization, APA style, passive voice—whatever point you want to drive home that day). Have them identify strengths and weaknesses, and have them make specific suggestions for improvement.
• If you have them, peer reviews of your own submitted articles are particularly good illustrations of how criticism is a part of the writing process for even the best writers. Simply sharing a peer review of your own work with your students can reassure them that revision is a normal part of the process.
• Another way to emphasize revision is to use research papers in your field, and critique them together as a group. As you know, some papers are fun to read and you burn right through them; others are so garbled that you find yourself rereading the same paragraph five times before you can move on. Pick a good one and a bad one (preferably on the same topic). Have students compare them to see if they can identify what makes one easier to read than the other. Who is the more successful writer? Students sometimes have the mistaken impression that wordy, convoluted writing is a sign of good scholarship. Help them see otherwise.

Reward progress.

• When students are writing well or have made dramatic improvements, reward them with praise and recognition. This tactic has the added benefit of providing other students with models of what they should strive for in their own work. I’ve done this by making photocopies of a page or two for the whole class to review together (when the work is really stellar) or by reading an excerpt and highlighting what was good about that paper (if it is not uniformly good).
• As an aside, I like recognizing good work, but I always ask students’ permission before I use their papers as exemplars. Some are uncomfortable with the extra attention and will prefer to remain anonymous. Others will love the attention. I also try to spread the recognition around. This keeps the classroom dynamic a little more egalitarian. Even if there are one or two standout students, there are likely to be other students who are improving or who do specific things well. It is important for instructors to recognize the little things.

When discussing upcoming assignments and returning drafts:

Prepare student expectations appropriately. As much as possible, make sure students know what you’ll be looking for.

• For example, with oral presentations, I give explicit instructions about what is expected (PowerPoint or other media? Time length? Level of detail? Attire? Should they use notes or read a prepared speech? …). Then we talk about what an “A” presentation would look like, a “B” presentation, etc. Finally, I distribute the sheet I will use when grading them, so they know how points will be distributed among the various components of the presentation.
• Make sure students understand the time constraints on your responding—i.e., that you won’t be documenting every mistake and that responding to all your comments doesn’t necessarily guarantee them an “A.”

Share and analyze some successful models with students after the first assignment.

• If there are stellar papers, this is the time to use them to teach critical principles, to set the bar high, and to motivate students.

Motivational Speech Topics: Inspiring Ideas to Empower and Energize

Did you know that the legendary boxer Muhammad Ali once said, 'Don't count the days; make the days count'? This powerful statement exemplifies the essence of motivational speeches – the ability to ignite a fire within, propel us toward success, and inspire us to embrace our full potential. Whether you're standing before a crowd or seeking personal motivation, the right choice of motivational speech topics can be the driving force that transforms ordinary moments into extraordinary ones.

Motivational Speech Topics: Short Summary

In this article, we'll explore a wide range of inspirational speech topics that will not only grab your audience's attention but also empower you to deliver a speech that resonates deeply. Whether you want to learn how to make a powerful speech, even as a dissertation topic , or find answers to common questions about giving it effectively, we're here to give you the tools and knowledge you need to create a memorable experience.

What is Motivational Speech: Understanding the Concept 

Before we dive into the topic ideas, let's first understand what a motivational speech is. It is a form of communication that aims to inspire and motivate individuals to take action, overcome challenges, and achieve personal and professional growth. Just like a reflective essay , motivational topics often draw upon personal experiences, anecdotes, and powerful storytelling to connect with the audience emotionally.

A motivational speech can be a powerful tool to uplift and empower people. It serves as a catalyst for change, encouraging individuals to step out of their comfort zones and pursue their dreams. When delivered effectively, a motivational speech has the potential to ignite a fire within individuals, pushing them to overcome obstacles and achieve greatness.

One of the key elements of motivational speech topics is its ability to resonate with the audience. By sharing personal experiences and relatable stories, speakers can establish a connection with their listeners, making the message more impactful and inspiring. Whether it's overcoming adversity, achieving success against all odds, or finding inner strength, a motivational speech can touch the hearts and minds of individuals, leaving a lasting impression.

Moreover, it is not limited to any specific context or setting. Interesting motivational speech topics can be delivered in various settings, such as educational institutions, corporate events, conferences, or even informal gatherings. The purpose of a motivational speech remains constant - to inspire and motivate individuals to take action and make positive changes in their lives.

Motivational Speech Example

To truly understand the impact of a well-crafted speech, it is essential to witness a clear example of what a good speech looks like. So, let us delve into this extraordinary example, as it paints a vivid picture of the transformative power of words, igniting within us the belief that we, too, can create a lasting impact through the power of our own voices.

Motivational Speech Structure: Crafting an Inspiring Framework

Imagine standing before a crowd, ready to inspire and uplift them with your words. But where do you begin? That's where the structure of a motivational speech comes into play, acting as your trusty guide on this exhilarating journey. Let's explore the key elements of writing a motivational speech from our essay writer and provide you with some exciting examples to get your creative juices flowing.

First, we have the attention-grabbing opening. Think of it as the 'hook' that captivates your audience right from the start. You can begin with a captivating story, a thought-provoking quote, or even a surprising fact that piques your curiosity.

For instance, let's say you're giving a speech about resilience. You could start by sharing a personal story of overcoming a daunting challenge and instantly engaging your listeners by connecting with them on an emotional level.

Next, we move on to the main body of your speech, where you'll delve further into your chosen topic. This is your opportunity to share motivational speech ideas by offering valuable insights, relatable examples, and real-life experiences that reinforce your message. Don't forget to embrace the captivating nature of storytelling. You can share inspiring personal stories, draw inspiration from historical events, or showcase renowned individuals who epitomize the core essence of your theme.

Continuing with our resilience example, you might discuss the incredible journey of Thomas Edison, who famously said, 'I have not failed. I've just found 10,000 ways that won't work.' By sharing his story and emphasizing how he persisted in the face of adversity, you'll showcase the power of resilience and inspire your audience to adopt a similar mindset.

Last but not least, we have the grand finale – the conclusion of your speech. This is your opportunity to leave a lasting impact on your listeners by reinforcing your main message and providing a call to action. Encourage your audience to reflect on what they've learned and challenge them to apply it in their own lives. A memorable quote or a powerful statement can leave them feeling motivated long after the applause fades away.

100 Motivational Speech Topics for Students

Motivation is the fuel that drives students toward success, but sometimes even the most driven individuals can hit a roadblock and find themselves in need of an extra boost. In the following sections, our custom essay writer has curated a list of 100 captivating and thought-provoking motivational speech topics specifically tailored to resonate with students of all backgrounds. These topics for motivational speeches aim to ignite their passion, boost their confidence, and empower them to embrace their unique path toward achieving greatness.

Want to Leave Behind the Worries of Plagiarism Detection?

Use our essay plagiarism checker and embrace the confidence of submitting an original work that reflects your true abilities!

📚 Educational Topics

• The Power of Growth Mindset: Cultivating a Positive and Motivated Learning Attitude
• Overcoming Procrastination: Unlocking Productivity and Achieving Academic Success
• Building Resilience: Navigating Challenges and Bouncing Back Stronger
• Goal Setting for Student Success: Turning Dreams into Tangible Achievements
• Finding Passion in Learning: Reigniting Curiosity and Discovering Personal Motivation
• The Art of Effective Time Management: Maximizing Productivity and Balancing Academic Demands
• Overcoming Exam Anxiety: Strategies for Confidence and Peak Performance
• Embracing Failure as a Stepping Stone: Learning from Setbacks and Building Resilience
• Unleashing Creativity in Education: Fostering Innovation and Motivation in the Classroom
• Self-Reflection and Personal Growth: Harnessing Motivation for Continuous Improvement

🌳 Environmental Topics

• The Urgency of Environmental Conservation: Motivating Action for a Sustainable Future
• Inspiring Eco-Consciousness: Igniting Passion for Environmental Responsibility
• Overcoming Apathy: Motivating Individuals to Take a Stand for the Environment
• Empowering Youth Activism: Harnessing the Power of Young Voices in Environmental Advocacy
• Sustainable Living: Motivating Lifestyle Changes for a Greener Planet
• Protecting Biodiversity: Motivating Efforts to Preserve Earth's Rich Natural Heritage
• Climate Change Action: Motivating Collective Responsibility for Mitigation and Adaptation
• Environmental Education: Inspiring the Next Generation of Stewards for a Healthy Planet
• Conservation Heroes: Stories of Inspiring Individuals Making a Difference in the Environment
• Green Innovation: Encouraging Entrepreneurship and Creativity for Environmental Solutions

📈 Business Motivational Speech Topics

• Entrepreneurial Mindset: Igniting the Drive to Start and Achieve Success in Business
• Leadership Excellence: Develop Practical Leadership Skills in Business
• Embracing Change: Motivating Adaptability and Innovation in the Business World
• Goal Setting for Business Success: Turning Vision into Actionable Steps
• Overcoming Obstacles: Building Resilience and Persistence in Business Ventures
• The Power of Teamwork: Motivating Collaboration and Achieving Collective Success
• Customer Centricity: Inspiring a Culture of Service and Building Lasting Relationships
• Financial Empowerment: Motivating Financial Literacy and Wealth Creation
• Strategic Thinking: Inspiring Vision and Planning for Business Growth
• Building a Purpose-Driven Business: Motivating Social Impact and Sustainability

💻 Motivational Speech Topics for College Students

• Embracing Your Potential: Unleashing the Power Within You
• The Journey of Self-Discovery: Finding Your Passion and Purpose
• Overcoming Fear of Failure: Embracing Risks and Learning from Setbacks
• Navigating Career Choices: Pursuing Your Dreams and Making an Impact
• Building Resilience: Thriving in the Face of Challenges and Adversity
• Balancing Priorities: Time Management and Goal Setting for College Success
• Harnessing the Power of Networking: Creating Meaningful Connections for Future Opportunities
• Embracing Diversity and Inclusion: Celebrating Differences and Fostering Empathy
• Mental Health Matters: Cultivating Well-being and Self-Care in College Life
• The Power of Positive Thinking: Developing a Growth Mindset for Personal and Academic Success

📖 Motivational Speech Topics for High School Students

• Discovering Your Potential: Unlocking the Power Within You
• Embracing Failure: Learning and Growing from Setbacks
• The Power of Perseverance: Overcoming Challenges and Reaching Success
• Setting Goals for Success: Turning Dreams into Achievable Milestones
• Building Resilience: Bouncing Back Stronger in the Face of Adversity
• Unlocking Creativity: Embracing Innovation and Thinking Outside the Box
• Cultivating Positive Relationships: Nurturing Supportive Connections for Personal Growth
• The Importance of Self-Care: Prioritizing Well-being and Mental Health
• Making a Difference: Inspiring Youth Activism and Social Impact

🧘🏼‍♀️ Self-improvement Topics

• The Art of Mindfulness: Cultivating Present Moment Awareness for Inner Peace and Clarity
• Building Emotional Intelligence: Enhancing Self-Awareness and Empathy for Better Relationships
• Overcoming Procrastination: Unlocking Your Productivity Potential and Achieving Goals
• Developing Effective Study Habits: Maximizing Learning and Academic Success
• Cultivating a Positive Mindset: Harnessing Optimism and Self-Belief for Personal Growth
• Financial Wellness: Building Healthy Money Habits for a Secure Future
• Developing Effective Problem-Solving Skills: Embracing Critical Thinking and Decision Making
• The Power of Gratitude: Fostering Appreciation and Happiness in Everyday Life
• Unlocking Creativity: Tapping into Your Inner Artist and Innovator
• Developing Leadership Skills: Inspiring Others and Making a Positive Impact in Your Community

🔬 Science and Technology Topics

• Exploring the Wonders of Space: Motivating the Pursuit of Astronomy and Astrophysics
• Unleashing the Power of Artificial Intelligence: Inspiring Innovations in Machine Learning
• The Future of Renewable Energy: Motivating Sustainable Solutions for a Greener World
• Biotechnology Breakthroughs: Inspiring the Next Generation of Scientific Innovators
• Cybersecurity: Motivating the Protection of Digital Systems and Privacy
• The Marvels of Nanotechnology: Inspiring Advancements in Materials Science
• Robotics Revolution: Motivating the Integration of Robotics in Various Industries
• Medical Breakthroughs: Inspiring the Pursuit of Life-Saving Discoveries and Cures
• Climate Science: Motivating Action to Address and Mitigate Climate Change
• Exploring the Frontiers of Quantum Mechanics: Inspiring Advancements in Quantum Computing and Quantum Technologies

🩺 Medicine Topics

• The Human Body: Unveiling the Complexities and Marvels of Human Anatomy
• Healthcare Heroes: Inspiring the Pursuit of Medical Professions and Healing
• Medical Research: Motivating Scientific Discoveries and Breakthroughs in Medicine
• Mental Health Awareness: Inspiring Compassion and Support for Mental Well-being
• Advances in Precision Medicine: Motivating Personalized Approaches to Healthcare
• Innovations in Medical Technology: Inspiring Cutting-Edge Solutions for Diagnosis and Treatment
• Global Health Equity: Motivating Efforts to Improve Access to Quality Healthcare Worldwide
• Disease Prevention: Inspiring Healthy Lifestyles and Promoting Wellness
• Exploring the Field of Medical Ethics: Motivating Ethical Decision-Making in Healthcare
• The Power of Medical Education: Inspiring the Next Generation of Compassionate and Skilled Medical Professionals

🏛 Government and Politics Topics

• Youth Empowerment in Politics: Motivating Active Participation and Civic Engagement
• Advocating for Social Justice: Inspiring Equality and Equity in Government Policies
• Environmental Policy: Motivating Sustainable Solutions for a Greener Future
• Human Rights and Activism: Inspiring Change and Promoting Equality
• Political Leadership: Motivating Ethical and Effective Governance
• Electoral Engagement: Inspiring the Importance of Voting and Participating in Democratic Processes
• Public Service: Motivating a Career of Dedication and Impact in Government
• Fighting Corruption: Inspiring Transparency and Accountability in Politics
• Immigration and Refugee Policies: Motivating Compassion and Inclusive Approaches
• Diplomacy and Global Cooperation: Inspiring Peaceful Resolutions and International Collaboration

📌 Other Popular Motivational Speech Topics

• Overcoming Adversity: Rising Above Challenges and Embracing Resilience
• Finding Happiness Within: Inspiring Self-Love and Personal Fulfillment
• Pursuing Dreams: Motivating Passion and Perseverance in Achieving Goals
• Embracing Change: Motivating Growth and Transformation
• The Power of Positivity: Inspiring Optimism and a Positive Mindset
• Inspiring Others: Motivating Leadership and Influence
• Embracing Diversity: Motivating Inclusion and Celebrating Differences
• Unleashing Creativity: Inspiring Innovation and Out-of-the-Box Thinking
• Nurturing Relationships: Motivating Love, Compassion, and Connection
• Leaving a Legacy: Inspiring a Life of Purpose and Meaning

Ready to Conquer Your Fears, Shatter Limitations, and Achieve Greatness?

Buy a speech today and receive a personalized, electrifying experience that unlocks the keys to your greatness.

Why are Motivational Speeches Important for Students?

How can i choose the right motivational speech topic for students, can i use personal stories in my motivational speech, how long should an effective motivational speech be.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

Related Articles

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Front Psychol

The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings

Ricarda steinmayr.

1 Department of Psychology, TU Dortmund University, Dortmund, Germany

Anne F. Weidinger

Malte schwinger.

2 Department of Psychology, Philipps-Universität Marburg, Marburg, Germany

Birgit Spinath

3 Department of Psychology, Heidelberg University, Heidelberg, Germany

Associated Data

The datasets generated for this study are available on request to the corresponding author.

Achievement motivation is not a single construct but rather subsumes a variety of different constructs like ability self-concepts, task values, goals, and achievement motives. The few existing studies that investigated diverse motivational constructs as predictors of school students’ academic achievement above and beyond students’ cognitive abilities and prior achievement showed that most motivational constructs predicted academic achievement beyond intelligence and that students’ ability self-concepts and task values are more powerful in predicting their achievement than goals and achievement motives. The aim of the present study was to investigate whether the reported previous findings can be replicated when ability self-concepts, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria (e.g., hope for success in math and math grades). The sample comprised 345 11th and 12th grade students ( M = 17.48 years old, SD = 1.06) from the highest academic track (Gymnasium) in Germany. Students self-reported their ability self-concepts, task values, goal orientations, and achievement motives in math, German, and school in general. Additionally, we assessed their intelligence and their current and prior Grade point average and grades in math and German. Relative weight analyses revealed that domain-specific ability self-concept, motives, task values and learning goals but not performance goals explained a significant amount of variance in grades above all other predictors of which ability self-concept was the strongest predictor. Results are discussed with respect to their implications for investigating motivational constructs with different theoretical foundation.

Introduction

Achievement motivation energizes and directs behavior toward achievement and therefore is known to be an important determinant of academic success (e.g., Robbins et al., 2004 ; Hattie, 2009 ; Plante et al., 2013 ; Wigfield et al., 2016 ). Achievement motivation is not a single construct but rather subsumes a variety of different constructs like motivational beliefs, task values, goals, and achievement motives (see Murphy and Alexander, 2000 ; Wigfield and Cambria, 2010 ; Wigfield et al., 2016 ). Nevertheless, there is still a limited number of studies, that investigated (1) diverse motivational constructs in relation to students’ academic achievement in one sample and (2) additionally considered students’ cognitive abilities and their prior achievement ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). Because students’ cognitive abilities and their prior achievement are among the best single predictors of academic success (e.g., Kuncel et al., 2004 ; Hailikari et al., 2007 ), it is necessary to include them in the analyses when evaluating the importance of motivational factors for students’ achievement. Steinmayr and Spinath (2009) did so and revealed that students’ domain-specific ability self-concepts followed by domain-specific task values were the best predictors of students’ math and German grades compared to students’ goals and achievement motives. However, a flaw of their study is that they did not assess all motivational constructs at the same level of specificity as the achievement criteria. For example, achievement motives were measured on a domain-general level (e.g., “Difficult problems appeal to me”), whereas students’ achievement as well as motivational beliefs and task values were assessed domain-specifically (e.g., math grades, math self-concept, math task values). The importance of students’ achievement motives for math and German grades might have been underestimated because the specificity levels of predictor and criterion variables did not match (e.g., Ajzen and Fishbein, 1977 ; Baranik et al., 2010 ). The aim of the present study was to investigate whether the seminal findings by Steinmayr and Spinath (2009) will hold when motivational beliefs, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria. This is an important question with respect to motivation theory and future research in this field. Moreover, based on the findings it might be possible to better judge which kind of motivation should especially be fostered in school to improve achievement. This is important information for interventions aiming at enhancing students’ motivation in school.

Theoretical Relations Between Achievement Motivation and Academic Achievement

We take a social-cognitive approach to motivation (see also Pintrich et al., 1993 ; Elliot and Church, 1997 ; Wigfield and Cambria, 2010 ). This approach emphasizes the important role of students’ beliefs and their interpretations of actual events, as well as the role of the achievement context for motivational dynamics (see Weiner, 1992 ; Pintrich et al., 1993 ; Wigfield and Cambria, 2010 ). Social cognitive models of achievement motivation (e.g., expectancy-value theory by Eccles and Wigfield, 2002 ; hierarchical model of achievement motivation by Elliot and Church, 1997 ) comprise a variety of motivation constructs that can be organized in two broad categories (see Pintrich et al., 1993 , p. 176): students’ “beliefs about their capability to perform a task,” also called expectancy components (e.g., ability self-concepts, self-efficacy), and their “motivational beliefs about their reasons for choosing to do a task,” also called value components (e.g., task values, goals). The literature on motivation constructs from these categories is extensive (see Wigfield and Cambria, 2010 ). In this article, we focus on selected constructs, namely students’ ability self-concepts (from the category “expectancy components of motivation”), and their task values and goal orientations (from the category “value components of motivation”).

According to the social cognitive perspective, students’ motivation is relatively situation or context specific (see Pintrich et al., 1993 ). To gain a comprehensive picture of the relation between students’ motivation and their academic achievement, we additionally take into account a traditional personality model of motivation, the theory of the achievement motive ( McClelland et al., 1953 ), according to which students’ motivation is conceptualized as a relatively stable trait. Thus, we consider the achievement motives hope for success and fear of failure besides students’ ability self-concepts, their task values, and goal orientations in this article. In the following, we describe the motivation constructs in more detail.

Students’ ability self-concepts are defined as cognitive representations of their ability level ( Marsh, 1990 ; Wigfield et al., 2016 ). Ability self-concepts have been shown to be domain-specific from the early school years on (e.g., Wigfield et al., 1997 ). Consequently, they are frequently assessed with regard to a certain domain (e.g., with regard to school in general vs. with regard to math).

In the present article, task values are defined in the sense of the expectancy-value model by Eccles et al. (1983) and Eccles and Wigfield (2002) . According to the expectancy-value model there are three task values that should be positively associated with achievement, namely intrinsic values, utility value, and personal importance ( Eccles and Wigfield, 1995 ). Because task values are domain-specific from the early school years on (e.g., Eccles et al., 1993 ; Eccles and Wigfield, 1995 ), they are also assessed with reference to specific subjects (e.g., “How much do you like math?”) or on a more general level with regard to school in general (e.g., “How much do you like going to school?”).

Students’ goal orientations are broader cognitive orientations that students have toward their learning and they reflect the reasons for doing a task (see Dweck and Leggett, 1988 ). Therefore, they fall in the broad category of “value components of motivation.” Initially, researchers distinguished between learning and performance goals when describing goal orientations ( Nicholls, 1984 ; Dweck and Leggett, 1988 ). Learning goals (“task involvement” or “mastery goals”) describe people’s willingness to improve their skills, learn new things, and develop their competence, whereas performance goals (“ego involvement”) focus on demonstrating one’s higher competence and hiding one’s incompetence relative to others (e.g., Elliot and McGregor, 2001 ). Performance goals were later further subdivided into performance-approach (striving to demonstrate competence) and performance-avoidance goals (striving to avoid looking incompetent, e.g., Elliot and Church, 1997 ; Middleton and Midgley, 1997 ). Some researchers have included work avoidance as another component of achievement goals (e.g., Nicholls, 1984 ; Harackiewicz et al., 1997 ). Work avoidance refers to the goal of investing as little effort as possible ( Kumar and Jagacinski, 2011 ). Goal orientations can be assessed in reference to specific subjects (e.g., math) or on a more general level (e.g., in reference to school in general).

McClelland et al. (1953) distinguish the achievement motives hope for success (i.e., positive emotions and the belief that one can succeed) and fear of failure (i.e., negative emotions and the fear that the achievement situation is out of one’s depth). According to McClelland’s definition, need for achievement is measured by describing affective experiences or associations such as fear or joy in achievement situations. Achievement motives are conceptualized as being relatively stable over time. Consequently, need for achievement is theorized to be domain-general and, thus, usually assessed without referring to a certain domain or situation (e.g., Steinmayr and Spinath, 2009 ). However, Sparfeldt and Rost (2011) demonstrated that operationalizing achievement motives subject-specifically is psychometrically useful and results in better criterion validities compared with a domain-general operationalization.

Empirical Evidence on the Relative Importance of Achievement Motivation Constructs for Academic Achievement

A myriad of single studies (e.g., Linnenbrink-Garcia et al., 2018 ; Muenks et al., 2018 ; Steinmayr et al., 2018 ) and several meta-analyses (e.g., Robbins et al., 2004 ; Möller et al., 2009 ; Hulleman et al., 2010 ; Huang, 2011 ) support the hypothesis of social cognitive motivation models that students’ motivational beliefs are significantly related to their academic achievement. However, to judge the relative importance of motivation constructs for academic achievement, studies need (1) to investigate diverse motivational constructs in one sample and (2) to consider students’ cognitive abilities and their prior achievement, too, because the latter are among the best single predictors of academic success (e.g., Kuncel et al., 2004 ; Hailikari et al., 2007 ). For effective educational policy and school reform, it is crucial to obtain robust empirical evidence for whether various motivational constructs can explain variance in school performance over and above intelligence and prior achievement. Without including the latter constructs, we might overestimate the importance of motivation for achievement. Providing evidence that students’ achievement motivation is incrementally valid in predicting their academic achievement beyond their intelligence or prior achievement would emphasize the necessity of designing appropriate interventions for improving students’ school-related motivation.

There are several studies that included expectancy and value components of motivation as predictors of students’ academic achievement (grades or test scores) and additionally considered students’ prior achievement ( Marsh et al., 2005 ; Steinmayr et al., 2018 , Study 1) or their intelligence ( Spinath et al., 2006 ; Lotz et al., 2018 ; Schneider et al., 2018 ; Steinmayr et al., 2018 , Study 2, Weber et al., 2013 ). However, only few studies considered intelligence and prior achievement together with more than two motivational constructs as predictors of school students’ achievement ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). Kriegbaum et al. (2015) examined two expectancy components (i.e., ability self-concept and self-efficacy) and eight value components (i.e., interest, enjoyment, usefulness, learning goals, performance-approach, performance-avoidance goals, and work avoidance) in the domain of math. Steinmayr and Spinath (2009) investigated the role of an expectancy component (i.e., ability self-concept), five value components (i.e., task values, learning goals, performance-approach, performance-avoidance goals, and work avoidance), and students’ achievement motives (i.e., hope for success, fear of failure, and need for achievement) for students’ grades in math and German and their GPA. Both studies used relative weights analyses to compare the predictive power of all variables simultaneously while taking into account multicollinearity of the predictors ( Johnson and LeBreton, 2004 ; Tonidandel and LeBreton, 2011 ). Findings showed that – after controlling for differences in students‘ intelligence and their prior achievement – expectancy components (ability self-concept, self-efficacy) were the best motivational predictors of achievement followed by task values (i.e., intrinsic/enjoyment, attainment, and utility), need for achievement and learning goals ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). However, Steinmayr and Spinath (2009) who investigated the relations in three different domains did not assess all motivational constructs on the same level of specificity as the achievement criteria. More precisely, students’ achievement as well as motivational beliefs and task values were assessed domain-specifically (e.g., math grades, math self-concept, math task values), whereas students’ goals were only measured for school in general (e.g., “In school it is important for me to learn as much as possible”) and students’ achievement motives were only measured on a domain-general level (e.g., “Difficult problems appeal to me”). Thus, the importance of goals and achievement motives for math and German grades might have been underestimated because the specificity levels of predictor and criterion variables did not match (e.g., Ajzen and Fishbein, 1977 ; Baranik et al., 2010 ). Assessing students’ goals and their achievement motives with reference to a specific subject might result in higher associations with domain-specific achievement criteria (see Sparfeldt and Rost, 2011 ).

Taken together, although previous work underlines the important roles of expectancy and value components of motivation for school students’ academic achievement, hitherto, we know little about the relative importance of expectancy components, task values, goals, and achievement motives in different domains when all of them are assessed at the same level of specificity as the achievement criteria (e.g., achievement motives in math → math grades; ability self-concept for school → GPA).

The Present Research

The goal of the present study was to examine the relative importance of several of the most important achievement motivation constructs in predicting school students’ achievement. We substantially extend previous work in this field by considering (1) diverse motivational constructs, (2) students’ intelligence and their prior achievement as achievement predictors in one sample, and (3) by assessing all predictors on the same level of specificity as the achievement criteria. Moreover, we investigated the relations in three different domains: school in general, math, and German. Because there is no study that assessed students’ goal orientations and achievement motives besides their ability self-concept and task values on the same level of specificity as the achievement criteria, we could not derive any specific hypotheses on the relative importance of these constructs, but instead investigated the following research question (RQ):

RQ. What is the relative importance of students’ domain-specific ability self-concepts, task values, goal orientations, and achievement motives for their grades in the respective domain when including all of them, students’ intelligence and prior achievement simultaneously in the analytic models?

Materials and Methods

Participants and procedure.

A sample of 345 students was recruited from two German schools attending the highest academic track (Gymnasium). Only 11th graders participated at one school, whereas 11th and 12th graders participated at the other. Students of the different grades and schools did not differ significantly on any of the assessed measures. Students represented the typical population of this type of school in Germany; that is, the majority was Caucasian and came from medium to high socioeconomic status homes. At the time of testing, students were on average 17.48 years old ( SD = 1.06). As is typical for this kind of school, the sample comprised more girls ( n = 200) than boys ( n = 145). We verify that the study is in accordance with established ethical guidelines. Approval by an ethics committee was not required as per the institution’s guidelines and applicable regulations in the federal state where the study was conducted. Participation was voluntarily and no deception took place. Before testing, we received written informed consent forms from the students and from the parents of the students who were under the age of 18 on the day of the testing. If students did not want to participate, they could spend the testing time in their teacher’s room with an extra assignment. All students agreed to participate. Testing took place during regular classes in schools in 2013. Tests were administered by trained research assistants and lasted about 2.5 h. Students filled in the achievement motivation questionnaires first, and the intelligence test was administered afterward. Before the intelligence test, there was a short break.

Ability Self-Concept

Students’ ability self-concepts were assessed with four items per domain ( Schöne et al., 2002 ). Students indicated on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree) how good they thought they were at different activities in school in general, math, and German (“I am good at school in general/math/German,” “It is easy to for me to learn in school in general/math/German,” “In school in general/math/German, I know a lot,” and “Most assignments in school/math/German are easy for me”). Internal consistency (Cronbach’s α) of the ability self-concept scale was high in school in general, in math, and in German (0.82 ≤ α ≤ 0.95; see Table 1 ).

Means ( M ), Standard Deviations ( SD ), and Reliabilities (α) for all measures.

Task Values

Students’ task values were assessed with an established German scale (SESSW; Subjective scholastic value scale; Steinmayr and Spinath, 2010 ). The measure is an adaptation of items used by Eccles and Wigfield (1995) in different studies. It assesses intrinsic values, utility, and personal importance with three items each. Students indicated on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree) how much they valued school in general, math, and German (Intrinsic values: “I like school/math/German,” “I enjoy doing things in school/math/German,” and “I find school in general/math/German interesting”; Utility: “How useful is what you learn in school/math/German in general?,” “School/math/German will be useful in my future,” “The things I learn in school/math/German will be of use in my future life”; Personal importance: “Being good at school/math/German is important to me,” “To be good at school/math/German means a lot to me,” “Attainment in school/math/German is important to me”). Internal consistency of the values scale was high in all domains (0.90 ≤ α ≤ 0.93; see Table 1 ).

Goal Orientations

Students’ goal orientations were assessed with an established German self-report measure (SELLMO; Scales for measuring learning and achievement motivation; Spinath et al., 2002 ). In accordance with Sparfeldt et al. (2007) , we assessed goal orientations with regard to different domains: school in general, math, and German. In each domain, we used the SELLMO to assess students’ learning goals, performance-avoidance goals, and work avoidance with eight items each and their performance-approach goals with seven items. Students’ answered the items on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree). All items except for the work avoidance items are printed in Spinath and Steinmayr (2012) , p. 1148). A sample item to assess work avoidance is: “In school/math/German, it is important to me to do as little work as possible.” Internal consistency of the learning goals scale was high in all domains (0.83 ≤ α ≤ 0.88). The same was true for performance-approach goals (0.85 ≤ α ≤ 0.88), performance-avoidance goals (α = 0.89), and work avoidance (0.91 ≤ α ≤ 0.92; see Table 1 ).

Achievement Motives

Achievement motives were assessed with the Achievement Motives Scale (AMS; Gjesme and Nygard, 1970 ; Göttert and Kuhl, 1980 ). In the present study, we used a short form measuring “hope for success” and “fear of failure” with the seven items per subscale that showed the highest factor loadings. Both subscales were assessed in three domains: school in general, math, and German. Students’ answered all items on a 4-point scale ranging from 1 (does not apply at all) to 4 (fully applies). An example hope for success item is “In school/math/German, difficult problems appeal to me,” and an example fear of failure item is “In school/math/German, matters that are slightly difficult disconcert me.” Internal consistencies of hope for success and fear of failure scales were high in all domains (hope for success: 0.88 ≤ α ≤ 0.92; fear of failure: 0.90 ≤ α ≤ 0.91; see Table 1 ).

Intelligence

Intelligence was measured with the basic module of the Intelligence Structure Test 2000 R, a well-established German multifactor intelligence measure (I-S-T 2000 R; Amthauer et al., 2001 ). The basic module of the test offers assessments of domain-specific intelligence for verbal, numeric, and figural abilities as well as an overall intelligence score (a composite of the three facets). The overall intelligence score is thought to measure reasoning as a higher order factor of intelligence and can be interpreted as a measure of general intelligence, g . Its construct validity has been demonstrated in several studies ( Amthauer et al., 2001 ; Steinmayr and Amelang, 2006 ). In the present study, we used the scores that were closest to the domains we investigated: overall intelligence, numerical intelligence, and verbal intelligence (see also Steinmayr and Spinath, 2009 ). Raw values could range from 0 to 60 for verbal and numerical intelligence, and from 0 to 180 for overall intelligence. Internal consistencies of all intelligence scales were high (0.71 ≤ α ≤ 0.90; see Table 1 ).

Academic Achievement

For all students, the school delivered the report cards that the students received 3 months before testing (t0) and 4 months after testing (t2), at the end of the term in which testing took place. We assessed students’ grades in German and math as well as their overall grade point average (GPA) as criteria for school performance. GPA was computed as the mean of all available grades, not including grades in the nonacademic domains Sports and Music/Art as they did not correlate with the other grades. Grades ranged from 1 to 6, and were recoded so that higher numbers represented better performance.

Statistical Analyses

We conducted relative weight analyses to predict students’ academic achievement separately in math, German, and school in general. The relative weight analysis is a statistical procedure that enables to determine the relative importance of each predictor in a multiple regression analysis (“relative weight”) and to take adequately into account the multicollinearity of the different motivational constructs (for details, see Johnson and LeBreton, 2004 ; Tonidandel and LeBreton, 2011 ). Basically, it uses a variable transformation approach to create a new set of predictors that are orthogonal to one another (i.e., uncorrelated). Then, the criterion is regressed on these new orthogonal predictors, and the resulting standardized regression coefficients can be used because they no longer suffer from the deleterious effects of multicollinearity. These standardized regression weights are then transformed back into the metric of the original predictors. The rescaled relative weight of a predictor can easily be transformed into the percentage of variance that is uniquely explained by this predictor when dividing the relative weight of the specific predictor by the total variance explained by all predictors in the regression model ( R 2 ). We performed the relative weight analyses in three steps. In Model 1, we included the different achievement motivation variables assessed in the respective domain in the analyses. In Model 2, we entered intelligence into the analyses in addition to the achievement motivation variables. In Model 3, we included prior school performance indicated by grades measured before testing in addition to all of the motivation variables and intelligence. For all three steps, we tested for whether all relative weight factors differed significantly from each other (see Johnson, 2004 ) to determine which motivational construct was most important in predicting academic achievement (RQ).

Descriptive Statistics and Intercorrelations

Table 1 shows means, standard deviations, and reliabilities. Tables 2 –4 show the correlations between all scales in school in general, in math, and in German. Of particular relevance here, are the correlations between the motivational constructs and students’ school grades. In all three domains (i.e., school in general/math/German), out of all motivational predictor variables, students’ ability self-concepts showed the strongest associations with subsequent grades ( r = 0.53/0.61/0.46; see Tables 2 –4 ). Except for students’ performance-avoidance goals (−0.04 ≤ r ≤ 0.07, p > 0.05), the other motivational constructs were also significantly related to school grades. Most of the respective correlations were evenly dispersed around a moderate effect size of | r | = 0.30.

Intercorrelations between all variables in school in general.

Intercorrelations between all variables in German.

Intercorrelations between all variables in math.

Relative Weight Analyses

Table 5 presents the results of the relative weight analyses. In Model 1 (only motivational variables) and Model 2 (motivation and intelligence), respectively, the overall explained variance was highest for math grades ( R 2 = 0.42 and R 2 = 0.42, respectively) followed by GPA ( R 2 = 0.30 and R 2 = 0.34, respectively) and grades in German ( R 2 = 0.26 and R 2 = 0.28, respectively). When prior school grades were additionally considered (Model 3) the largest amount of variance was explained in students’ GPA ( R 2 = 0.73), followed by grades in German ( R 2 = 0.59) and math ( R 2 = 0.57). In the following, we will describe the results of Model 3 for each domain in more detail.

Relative weights and percentages of explained criterion variance (%) for all motivational constructs (Model 1) plus intelligence (Model 2) plus prior school achievement (Model 3).

Beginning with the prediction of students’ GPA: In Model 3, students’ prior GPA explained more variance in subsequent GPA than all other predictor variables (68%). Students’ ability self-concept explained significantly less variance than prior GPA but still more than all other predictors that we considered (14%). The relative weights of students’ intelligence (5%), task values (2%), hope for success (4%), and fear of failure (3%) did not differ significantly from each other but were still significantly different from zero ( p < 0.05). The relative weights of students’ goal orientations were not significant in Model 3.

Turning to math grades: The findings of the relative weight analyses for the prediction of math grades differed slightly from the prediction of GPA. In Model 3, the relative weights of numerical intelligence (2%) and performance-approach goals (2%) in math were no longer different from zero ( p > 0.05); in Model 2 they were. Prior math grades explained the largest share of the unique variance in subsequent math grades (45%), followed by math self-concept (19%). The relative weights of students’ math task values (9%), learning goals (5%), work avoidance (7%), and hope for success (6%) did not differ significantly from each other. Students’ fear of failure in math explained the smallest amount of unique variance in their math grades (4%) but the relative weight of students’ fear of failure did not differ significantly from that of students’ hope for success, work avoidance, and learning goals. The relative weights of students’ performance-avoidance goals were not significant in Model 3.

Turning to German grades: In Model 3, students’ prior grade in German was the strongest predictor (64%), followed by German self-concept (10%). Students’ fear of failure in German (6%), their verbal intelligence (4%), task values (4%), learning goals (4%), and hope for success (4%) explained less variance in German grades and did not differ significantly from each other but were significantly different from zero ( p < 0.05). The relative weights of students’ performance goals and work avoidance were not significant in Model 3.

In the present studies, we aimed to investigate the relative importance of several achievement motivation constructs in predicting students’ academic achievement. We sought to overcome the limitations of previous research in this field by (1) considering several theoretically and empirically distinct motivational constructs, (2) students’ intelligence, and their prior achievement, and (3) by assessing all predictors at the same level of specificity as the achievement criteria. We applied sophisticated statistical procedures to investigate the relations in three different domains, namely school in general, math, and German.

Relative Importance of Achievement Motivation Constructs for Academic Achievement

Out of the motivational predictor variables, students’ ability self-concepts explained the largest amount of variance in their academic achievement across all sets of analyses and across all investigated domains. Even when intelligence and prior grades were controlled for, students’ ability self-concepts accounted for at least 10% of the variance in the criterion. The relative superiority of ability self-perceptions is in line with the available literature on this topic (e.g., Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ; Steinmayr et al., 2018 ) and with numerous studies that have investigated the relations between students’ self-concept and their achievement (e.g., Möller et al., 2009 ; Huang, 2011 ). Ability self-concepts showed even higher relative weights than the corresponding intelligence scores. Whereas some previous studies have suggested that self-concepts and intelligence are at least equally important when predicting students’ grades (e.g., Steinmayr and Spinath, 2009 ; Weber et al., 2013 ; Schneider et al., 2018 ), our findings indicate that it might be even more important to believe in own school-related abilities than to possess outstanding cognitive capacities to achieve good grades (see also Lotz et al., 2018 ). Such a conclusion was supported by the fact that we examined the relative importance of all predictor variables across three domains and at the same levels of specificity, thus maximizing criterion-related validity (see Baranik et al., 2010 ). This procedure represents a particular strength of our study and sets it apart from previous studies in the field (e.g., Steinmayr and Spinath, 2009 ). Alternatively, our findings could be attributed to the sample we investigated at least to some degree. The students examined in the present study were selected for the academic track in Germany, and this makes them rather homogeneous in their cognitive abilities. It is therefore plausible to assume that the restricted variance in intelligence scores decreased the respective criterion validities.

When all variables were assessed at the same level of specificity, the achievement motives hope for success and fear of failure were the second and third best motivational predictors of academic achievement and more important than in the study by Steinmayr and Spinath (2009) . This result underlines the original conceptualization of achievement motives as broad personal tendencies that energize approach or avoidance behavior across different contexts and situations ( Elliot, 2006 ). However, the explanatory power of achievement motives was higher in the more specific domains of math and German, thereby also supporting the suggestion made by Sparfeldt and Rost (2011) to conceptualize achievement motives more domain-specifically. Conceptually, achievement motives and ability self-concepts are closely related. Individuals who believe in their ability to succeed often show greater hope for success than fear of failure and vice versa ( Brunstein and Heckhausen, 2008 ). It is thus not surprising that the two constructs showed similar stability in their relative effects on academic achievement across the three investigated domains. Concerning the specific mechanisms through which students’ achievement motives and ability self-concepts affect their achievement, it seems that they elicit positive or negative valences in students, and these valences in turn serve as simple but meaningful triggers of (un)successful school-related behavior. The large and consistent effects for students’ ability self-concept and their hope for success in our study support recommendations from positive psychology that individuals think positively about the future and regularly provide affirmation to themselves by reminding themselves of their positive attributes ( Seligman and Csikszentmihalyi, 2000 ). Future studies could investigate mediation processes. Theoretically, it would make sense that achievement motives defined as broad personal tendencies affect academic achievement via expectancy beliefs like ability self-concepts (e.g., expectancy-value theory by Eccles and Wigfield, 2002 ; see also, Atkinson, 1957 ).

Although task values and learning goals did not contribute much toward explaining the variance in GPA, these two constructs became even more important for explaining variance in math and German grades. As Elliot (2006) pointed out in his hierarchical model of approach-avoidance motivation, achievement motives serve as basic motivational principles that energize behavior. However, they do not guide the precise direction of the energized behavior. Instead, goals and task values are commonly recruited to strategically guide this basic motivation toward concrete aims that address the underlying desire or concern. Our results are consistent with Elliot’s (2006) suggestions. Whereas basic achievement motives are equally important at abstract and specific achievement levels, task values and learning goals release their full explanatory power with increasing context-specificity as they affect students’ concrete actions in a given school subject. At this level of abstraction, task values and learning goals compete with more extrinsic forms of motivation, such as performance goals. Contrary to several studies in achievement-goal research, we did not demonstrate the importance of either performance-approach or performance-avoidance goals for academic achievement.

Whereas students’ ability self-concept showed a high relative importance above and beyond intelligence, with few exceptions, each of the remaining motivation constructs explained less than 5% of the variance in students’ academic achievement in the full model including intelligence measures. One might argue that the high relative importance of students’ ability self-concept is not surprising because students’ ability self-concepts more strongly depend on prior grades than the other motivation constructs. Prior grades represent performance feedback and enable achievement comparisons that are seen as the main determinants of students’ ability self-concepts (see Skaalvik and Skaalvik, 2002 ). However, we included students’ prior grades in the analyses and students’ ability self-concepts still were the most powerful predictors of academic achievement out of the achievement motivation constructs that were considered. It is thus reasonable to conclude that the high relative importance of students’ subjective beliefs about their abilities is not only due to the overlap of this believes with prior achievement.

Limitations and Suggestions for Further Research

Our study confirms and extends the extant work on the power of students’ ability self-concept net of other important motivation variables even when important methodological aspects are considered. Strength of the study is the simultaneous investigation of different achievement motivation constructs in different academic domains. Nevertheless, we restricted the range of motivation constructs to ability self-concepts, task values, goal orientations, and achievement motives. It might be interesting to replicate the findings with other motivation constructs such as academic self-efficacy ( Pajares, 2003 ), individual interest ( Renninger and Hidi, 2011 ), or autonomous versus controlled forms of motivation ( Ryan and Deci, 2000 ). However, these constructs are conceptually and/or empirically very closely related to the motivation constructs we considered (e.g., Eccles and Wigfield, 1995 ; Marsh et al., 2018 ). Thus, it might well be the case that we would find very similar results for self-efficacy instead of ability self-concept as one example.

A second limitation is that we only focused on linear relations between motivation and achievement using a variable-centered approach. Studies that considered different motivation constructs and used person-centered approaches revealed that motivation factors interact with each other and that there are different profiles of motivation that are differently related to students’ achievement (e.g., Conley, 2012 ; Schwinger et al., 2016 ). An important avenue for future studies on students’ motivation is to further investigate these interactions in different academic domains.

Another limitation that might suggest a potential avenue for future research is the fact that we used only grades as an indicator of academic achievement. Although, grades are of high practical relevance for the students, they do not necessarily indicate how much students have learned, how much they know and how creative they are in the respective domain (e.g., Walton and Spencer, 2009 ). Moreover, there is empirical evidence that the prediction of academic achievement differs according to the particular criterion that is chosen (e.g., Lotz et al., 2018 ). Using standardized test performance instead of grades might lead to different results.

Our study is also limited to 11th and 12th graders attending the highest academic track in Germany. More balanced samples are needed to generalize the findings. A recent study ( Ben-Eliyahu, 2019 ) that investigated the relations between different motivational constructs (i.e., goal orientations, expectancies, and task values) and self-regulated learning in university students revealed higher relations for gifted students than for typical students. This finding indicates that relations between different aspects of motivation might differ between academically selected samples and unselected samples.

Finally, despite the advantages of relative weight analyses, this procedure also has some shortcomings. Most important, it is based on manifest variables. Thus, differences in criterion validity might be due in part to differences in measurement error. However, we are not aware of a latent procedure that is comparable to relative weight analyses. It might be one goal for methodological research to overcome this shortcoming.

We conducted the present research to identify how different aspects of students’ motivation uniquely contribute to differences in students’ achievement. Our study demonstrated the relative importance of students’ ability self-concepts, their task values, learning goals, and achievement motives for students’ grades in different academic subjects above and beyond intelligence and prior achievement. Findings thus broaden our knowledge on the role of students’ motivation for academic achievement. Students’ ability self-concept turned out to be the most important motivational predictor of students’ grades above and beyond differences in their intelligence and prior grades, even when all predictors were assessed domain-specifically. Out of two students with similar intelligence scores, same prior achievement, and similar task values, goals and achievement motives in a domain, the student with a higher domain-specific ability self-concept will receive better school grades in the respective domain. Therefore, there is strong evidence that believing in own competencies is advantageous with respect to academic achievement. This finding shows once again that it is a promising approach to implement validated interventions aiming at enhancing students’ domain-specific ability-beliefs in school (see also Muenks et al., 2017 ; Steinmayr et al., 2018 ).

Data Availability

Ethics statement.

In Germany, institutional approval was not required by default at the time the study was conducted. That is, why we cannot provide a formal approval by the institutional ethics committee. We verify that the study is in accordance with established ethical guidelines. Participation was voluntarily and no deception took place. Before testing, we received informed consent forms from the parents of the students who were under the age of 18 on the day of the testing. If students did not want to participate, they could spend the testing time in their teacher’s room with an extra assignment. All students agreed to participate. We included this information also in the manuscript.

Author Contributions

RS conceived and supervised the study, curated the data, performed the formal analysis, investigated the results, developed the methodology, administered the project, and wrote, reviewed, and edited the manuscript. AW wrote, reviewed, and edited the manuscript. MS performed the formal analysis, and wrote, reviewed, and edited the manuscript. BS conceived the study, and wrote, reviewed, and edited the manuscript.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. We acknowledge financial support by Deutsche Forschungsgemeinschaft and Technische Universität Dortmund/TU Dortmund University within the funding programme Open Access Publishing.

• Ajzen I., Fishbein M. (1977). Attitude–behavior relations: a theoretical analysis and review of empirical research. Psychol. Bull. 84 888–918. 10.1037/0033-2909.84.5.888 [ CrossRef ] [ Google Scholar ]
• Amthauer R., Brocke B., Liepmann D., Beauducel A. (2001). Intelligenz-Struktur-Test 2000 R [Intelligence-Structure-Test 2000 R] . Göttingen: Hogrefe. [ Google Scholar ]
• Atkinson J. W. (1957). Motivational determinants of risk-taking behavior. Psychol. Rev. 64 359–372. 10.1037/h0043445 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Baranik L. E., Barron K. E., Finney S. J. (2010). Examining specific versus general measures of achievement goals. Hum. Perform. 23 155–172. 10.1080/08959281003622180 [ CrossRef ] [ Google Scholar ]
• Ben-Eliyahu A. (2019). A situated perspective on self-regulated learning from a person-by-context perspective. High Ability Studies . 10.1080/13598139.2019.1568828 [ CrossRef ] [ Google Scholar ]
• Brunstein J. C., Heckhausen H. (2008). Achievement motivation. in Motivation and Action eds Heckhausen J., Heckhausen H. Cambridge: Cambridge University Press, 137–183. [ Google Scholar ]
• Conley A. M. (2012). Patterns of motivation beliefs: combining achievement goal and expectancy-value perspectives. J. Educ. Psychol. 104 32–47. 10.1037/a0026042 [ CrossRef ] [ Google Scholar ]
• Dweck C. S., Leggett E. L. (1988). A social-cognitive approach to motivation and personality. Psychol. Rev. 95 256–273. 10.1037/0033-295X.95.2.256 [ CrossRef ] [ Google Scholar ]
• Eccles J. S., Adler T. F., Futterman R., Goff S. B., Kaczala C. M., Meece J. L. (1983). Expectancies, values, and academic behaviors. in Achievement and Achievement Motivation ed Spence J. T. San Francisco, CA: Freeman, 75–146 [ Google Scholar ]
• Eccles J. S., Wigfield A. (1995). In the mind of the actor: the structure of adolescents’ achievement task values and expectancy-related beliefs. Pers. Soc. Psychol. Bull. 21 215–225. 10.1177/0146167295213003 [ CrossRef ] [ Google Scholar ]
• Eccles J. S., Wigfield A. (2002). Motivational beliefs, values, and goals. Annu. Rev. Psychol. 53 109–132. 10.1146/annurev.psych.53.100901.135153 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Eccles J. S., Wigfield A., Harold R. D., Blumenfeld P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Dev. 64 830–847. 10.2307/1131221 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Elliot A. J. (2006). The hierarchical model of approach-avoidance motivation. Motiv. Emot. 30 111–116. 10.1007/s11031-006-9028-7 [ CrossRef ] [ Google Scholar ]
• Elliot A. J., Church M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. J. Pers. Soc. Psychol. 72 218–232. 10.1037/0022-3514.72.1.218 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Elliot A. J., McGregor H. A. (2001). A 2 x 2 achievement goal framework. J. Pers. Soc. Psychol. 80 501–519. 10.1037//0022-3514.80.3.501 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Gjesme T., Nygard R. (1970). Achievement-Related Motives: Theoretical Considerations and Construction of a Measuring Instrument . Olso: University of Oslo. [ Google Scholar ]
• Göttert R., Kuhl J. (1980). AMS — achievement motives scale von gjesme und nygard - deutsche fassung [AMS — German version]. in Motivationsförderung im Schulalltag [Enhancement of Motivation in the School Context] eds Rheinberg F., Krug S., Göttingen: Hogrefe, 194–200 [ Google Scholar ]
• Hailikari T., Nevgi A., Komulainen E. (2007). Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: a structural model. Educ. Psychol. 28 59–71. 10.1080/01443410701413753 [ CrossRef ] [ Google Scholar ]
• Harackiewicz J. M., Barron K. E., Carter S. M., Lehto A. T., Elliot A. J. (1997). Predictors and consequences of achievement goals in the college classroom: maintaining interest and making the grade. J. Pers. Soc. Psychol. 73 1284–1295. 10.1037//0022-3514.73.6.1284 [ CrossRef ] [ Google Scholar ]
• Hattie J. A. C. (2009). Visible Learning: A Synthesis of 800+ Meta-Analyses on Achievement . Oxford: Routledge. [ Google Scholar ]
• Huang C. (2011). Self-concept and academic achievement: a meta-analysis of longitudinal relations. J. School Psychol. 49 505–528. 10.1016/j.jsp.2011.07.001 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Hulleman C. S., Schrager S. M., Bodmann S. M., Harackiewicz J. M. (2010). A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychol. Bull. 136 422–449. 10.1037/a0018947 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Johnson J. W. (2004). Factors affecting relative weights: the influence of sampling and measurement error. Organ. Res. Methods 7 283–299. 10.1177/1094428104266018 [ CrossRef ] [ Google Scholar ]
• Johnson J. W., LeBreton J. M. (2004). History and use of relative importance indices in organizational research. Organ. Res. Methods 7 238–257. 10.1177/1094428104266510 [ CrossRef ] [ Google Scholar ]
• Kriegbaum K., Jansen M., Spinath B. (2015). Motivation: a predictor of PISA’s mathematical competence beyond intelligence and prior test achievement. Learn. Individ. Differ. 43 140–148. 10.1016/j.lindif.2015.08.026 [ CrossRef ] [ Google Scholar ]
• Kumar S., Jagacinski C. M. (2011). Confronting task difficulty in ego involvement: change in performance goals. J. Educ. Psychol. 103 664–682. 10.1037/a0023336 [ CrossRef ] [ Google Scholar ]
• Kuncel N. R., Hezlett S. A., Ones D. S. (2004). Academic performance, career potential, creativity, and job performance: can one construct predict them all? J. Person. Soc. Psychol. 86 148–161. 10.1037/0022-3514.86.1.148 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Linnenbrink-Garcia L., Wormington S. V., Snyder K. E., Riggsbee J., Perez T., Ben-Eliyahu A., et al. (2018). Multiple pathways to success: an examination of integrative motivational profiles among upper elementary and college students. J. Educ. Psychol. 110 1026–1048 10.1037/edu0000245 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Lotz C., Schneider R., Sparfeldt J. R. (2018). Differential relevance of intelligence and motivation for grades and competence tests in mathematics. Learn. Individ. Differ. 65 30–40. 10.1016/j.lindif.2018.03.005 [ CrossRef ] [ Google Scholar ]
• Marsh H. W. (1990). Causal ordering of academic self-concept and academic achievement: a multiwave, longitudinal panel analysis. J. Educ. Psychol. 82 646–656. 10.1037/0022-0663.82.4.646 [ CrossRef ] [ Google Scholar ]
• Marsh H. W., Pekrun R., Parker P. D., Murayama K., Guo J., Dicke T., et al. (2018). The murky distinction between self-concept and self-efficacy: beware of lurking jingle-jangle fallacies. J. Educ. Psychol. 111 331–353. 10.1037/edu0000281 [ CrossRef ] [ Google Scholar ]
• Marsh H. W., Trautwein U., Lüdtke O., Köller O., Baumert J. (2005). Academic self-concept, interest, grades and standardized test scores: reciprocal effects models of causal ordering. Child Dev. 76 397–416. 10.1111/j.1467-8624.2005.00853.x [ PubMed ] [ CrossRef ] [ Google Scholar ]
• McClelland D. C., Atkinson J., Clark R., Lowell E. (1953). The Achievement Motive . New York, NY: Appleton-Century-Crofts. [ Google Scholar ]
• Middleton M. J., Midgley C. (1997). Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory. Journal J. Educ. Psychol. 89 710–718. 10.1037/0022-0663.89.4.710 [ CrossRef ] [ Google Scholar ]
• Möller J., Pohlmann B., Köller O., Marsh H. W. (2009). A meta-analytic path analysis of the internal/external frame of reference model of academic achievement and academic self-concept. Rev. Educ. Res. 79 1129–1167. 10.3102/0034654309337522 [ CrossRef ] [ Google Scholar ]
• Muenks K., Wigfield A., Yang J. S., O’Neal C. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. J. Educ. Psychol. 109 599–620. 10.1037/edu0000153. [ CrossRef ] [ Google Scholar ]
• Muenks K., Yang J. S., Wigfield A. (2018). Associations between grit, motivation, and achievement in high school students. Motiv. Sci. 4 158–176. 10.1037/mot0000076 [ CrossRef ] [ Google Scholar ]
• Murphy P. K., Alexander P. A. (2000). A motivated exploration of motivation terminology. Contemp. Educ. Psychol. 25 3–53. 10.1006/ceps.1999 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Nicholls J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychol. Rev. 91 328–346. 10.1037/0033-295X.91.3.328 [ CrossRef ] [ Google Scholar ]
• Pajares F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. Read. Writ. Q. 19 139–158. 10.1080/10573560308222 [ CrossRef ] [ Google Scholar ]
• Pintrich P. R., Marx R. W., Boyle R. A. (1993). Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Rev. Educ. Res. 63 167–199. 10.3102/00346543063002167 [ CrossRef ] [ Google Scholar ]
• Plante I., O’Keefe P. A., Théorêt M. (2013). The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: a test of four theoretical conceptions. Motiv. Emot. 37 65–78. 10.1007/s11031-012-9282-9 [ CrossRef ] [ Google Scholar ]
• Renninger K. A., Hidi S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educ. Psychol. 46 168–184. 10.1080/00461520.2011.587723 [ CrossRef ] [ Google Scholar ]
• Robbins S. B., Lauver K., Le H., Davis D., Langley R., Carlstrom A. (2004). Do psychosocial and study skill factors predict college outcomes? a meta-analysis. Psychol. Bull. 130 261–288. 10.1037/0033-2909.130.2.261 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Ryan R. M., Deci E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25 54–67. 10.1006/ceps.1999.1020 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Schneider R., Lotz C., Sparfeldt J. R. (2018). Smart, confident, and interested: contributions of intelligence, self-concepts, and interest to elementary school achievement. Learn. Individ. Differ. 62 23–35. 10.1016/j.lindif.2018.01.003 [ CrossRef ] [ Google Scholar ]
• Schöne C., Dickhäuser O., Spinath B., Stiensmeier-Pelster J. (2002). Die Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO) [Scales for Measuring the Academic Ability Self-Concept] . Göttingen: Hogrefe. [ Google Scholar ]
• Schwinger M., Steinmayr R., Spinath B. (2016). Achievement goal profiles in elementary school: antecedents, consequences, and longitudinal trajectories. Contemp. Educ. Psychol. 46 164–179. 10.1016/j.cedpsych.2016.05.006 [ CrossRef ] [ Google Scholar ]
• Seligman M. E., Csikszentmihalyi M. (2000). Positive psychology: an introduction. Am. Psychol. 55 5–14. 10.1037/0003-066X.55.1.5 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Skaalvik E. M., Skaalvik S. (2002). Internal and external frames of reference for academic self-concept. Educ. Psychol. 37 233–244. 10.1207/S15326985EP3704_3 [ CrossRef ] [ Google Scholar ]
• Sparfeldt J. R., Buch S. R., Wirthwein L., Rost D. H. (2007). Zielorientierungen: Zur Relevanz der Schulfächer. [Goal orientations: the relevance of specific goal orientations as well as specific school subjects]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie , 39 165–176. 10.1026/0049-8637.39.4.165 [ CrossRef ] [ Google Scholar ]
• Sparfeldt J. R., Rost D. H. (2011). Content-specific achievement motives. Person. Individ. Differ. 50 496–501. 10.1016/j.paid.2010.11.016 [ CrossRef ] [ Google Scholar ]
• Spinath B., Spinath F. M., Harlaar N., Plomin R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence 34 363–374. 10.1016/j.intell.2005.11.004 [ CrossRef ] [ Google Scholar ]
• Spinath B., Steinmayr R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. J. Educ. Psychol. 104 1135–1148. 10.1037/a0028115 [ CrossRef ] [ Google Scholar ]
• Spinath B., Stiensmeier-Pelster J., Schöne C., Dickhäuser O. (2002). Die Skalen zur Erfassung von Lern- und Leistungsmotivation (SELLMO)[Measurement scales for learning and performance motivation] . Göttingen: Hogrefe. [ Google Scholar ]
• Steinmayr R., Amelang M. (2006). First results regarding the criterion validity of the I-S-T 2000 R concerning adults of both sex. Diagnostica 52 181–188. [ Google Scholar ]
• Steinmayr R., Spinath B. (2009). The importance of motivation as a predictor of school achievement. Learn. Individ. Differ. 19 80–90. 10.1016/j.lindif.2008.05.004 [ CrossRef ] [ Google Scholar ]
• Steinmayr R., Spinath B. (2010). Konstruktion und Validierung einer Skala zur Erfassung subjektiver schulischer Werte (SESSW) [construction and validation of a scale for the assessment of school-related values]. Diagnostica 56 195–211. 10.1026/0012-1924/a000023 [ CrossRef ] [ Google Scholar ]
• Steinmayr R., Weidinger A. F., Wigfield A. (2018). Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemp. Educ. Psychol. 53 106–122. 10.1016/j.cedpsych.2018.02.004 [ CrossRef ] [ Google Scholar ]
• Tonidandel S., LeBreton J. M. (2011). Relative importance analysis: a useful supplement to regression analysis. J. Bus. Psychol. 26 1–9. 10.1007/s10869-010-9204-3 [ CrossRef ] [ Google Scholar ]
• Walton G. M., Spencer S. J. (2009). Latent ability grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Psychol. Sci. 20 1132–1139. 10.1111/j.1467-9280.2009.02417.x [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Weber H. S., Lu L., Shi J., Spinath F. M. (2013). The roles of cognitive and motivational predictors in explaining school achievement in elementary school. Learn. Individ. Differ. 25 85–92. 10.1016/j.lindif.2013.03.008 [ CrossRef ] [ Google Scholar ]
• Weiner B. (1992). Human Motivation: Metaphors, Theories, and Research . Newbury Park, CA: Sage Publications. [ Google Scholar ]
• Wigfield A., Cambria J. (2010). Students’ achievement values, goal orientations, and interest: definitions, development, and relations to achievement outcomes. Dev. Rev. 30 1–35. 10.1016/j.dr.2009.12.001 [ CrossRef ] [ Google Scholar ]
• Wigfield A., Eccles J. S., Yoon K. S., Harold R. D., Arbreton A., Freedman-Doan C., et al. (1997). Changes in children’s competence beliefs and subjective task values across the elementary school years: a three-year study. J. Educ. Psychol. 89 451–469. 10.1037/0022-0663.89.3.451 [ CrossRef ] [ Google Scholar ]
• Wigfield A., Tonks S., Klauda S. L. (2016). “ Expectancy-value theory ,” in Handbook of Motivation in School , 2nd Edn eds Wentzel K. R., Mielecpesnm D. B. (New York, NY: Routledge; ), 55–74. [ Google Scholar ]

• Environment
• Information Science
• Social Issues
• Argumentative
• Cause and Effect
• Classification
• Compare and Contrast
• Descriptive
• Exemplification
• Informative
• Controversial
• Exploratory
• What Is an Essay
• Length of an Essay
• Generate Ideas
• Types of Essays
• Structuring an Essay
• Outline For Essay
• Essay Introduction
• Thesis Statement
• Body of an Essay
• Writing a Conclusion
• Essay Writing Tips
• Drafting an Essay
• Revision Process
• Fix a Broken Essay
• Format of an Essay
• Essay Examples
• Essay Checklist
• Essay Writing Service
• Pay for Research Paper
• Write My Research Paper
• Write My Essay
• Custom Essay Writing Service
• Admission Essay Writing Service
• Pay for Essay
• Academic Ghostwriting
• Write My Book Report
• Case Study Writing Service
• Dissertation Writing Service
• Coursework Writing Service
• Lab Report Writing Service
• Do My Assignment
• Buy College Papers
• Capstone Project Writing Service
• Buy Research Paper
• Custom Essays for Sale

Can’t find a perfect paper?

• Free Essay Samples

Essays on Motivation

As you write a motivation essay you get to explore the concept of motivation. The word itself comes from the Latin word “movere”, which means “to move”. Motivation essays define Motivation as: an encouragement to action; a person's ability to satisfy their needs through certain activities; a dynamic psychophysiological process that controls a person’s behavior and determines his level of organization, the orientation of actions, and activity. Authors of essays on motivation note such types of motivation: external/internal, positive/negative, stable/unstable, etc. There is much to discover about motivation. You can view our motivation essay samples for some more facts about this concept, which will help perfect your essay. You can find all the essay samples below.

Research on Motivation and Risk-Taking Behaviors Research has facilitated an in-depth understanding of the functioning associated with motivation and different human behaviors. Motivation has been identified to operate based on two different parameters which are intrinsic or extrinsic. Apart from the mentioned aspects, there is the element of self-motivation which is...

One of the puzzling topics handled by behaviorist is the element of motivation and the impact it has on the basic functioning of an individual. Over the years theorists have come up with numerous concepts which they maintain will aid in understanding the role of motivation and the factors involved(Gross,...

Physical activity is an essential element in achieving better health outcomes since it plays an essential role in the prevention and management of several lifestyle diseases, including diabetes, high blood pressure, obesity, and the cardiovascular disease among others. However, although most people understand the health benefits of adopting healthy lifestyles,...

Words: 1655

Only extrinsic factors are required to motivate employees to work harderHard work constitutes the commitment of time to achieve set goals. It is all about focusing and having the capability to work as a team or alone. Motivation is a crucial factor affecting job performance, and for that reason, a...

Words: 1341

This research review aims to examine the impacts rewards have on the students' urge in education especially in their long-term memory. Students who are extrinsically motivated to study tend to be superficial in their studies especially by choosing tasks which are exemplary simple and spend little time on them. Rewards...

Words: 2504

The Behavior of Lateness at Work The behavior I would like to apply the two-factor model on is the lateness at work. Lateness at work is a behavior that can adversely affect the company. It is essential for the management to identify the cause of the behavior, so as to be...

Found a perfect essay sample but want a unique one?

Request writing help from expert writer in you feed!

The workplace may at times tend to be very stressful, leading to a negative effect on the output and general performance of an organization. However, an employer should always try to find suitable ways to motivate employees to avoid this kind of situation. To achieve the above, managers strive to...

How Achievement Motivation is affected by Socioeconomic Background, Race, and Family Structure Motivation is defined as the driving force behind an individual s actions, which can facilitate achievement of goals. People tend to take risk and perform dangerous activities to meet their needs and fulfill their interests. One expects negative and...

Words: 1190

Larry has been a great asset and highly valuable worker, who has been able to accomplish his daily work by even going an extra mile to deliver the job done. On the same note, Larry’s performance might have been changed due to his experience in the company having worked with...

Motivation in a workplace plays a crucial purpose in determining the output of the employees in this paper, and I will discuss the motivation of Residence Assistants. According to the theory of self-determination, motivation can be an internal psychological component where a people motivate themselves without the influence of external...

Words: 3016

Issues with low motivation and job satisfaction in the organizations are more ordinary. Employees are concerned with their jobs and general economy. There are multiple reasons why work dissatisfaction and lack of morale creeps at the organization. Irrespective of the causes of the absence of staff happiness, it can negatively...

How are the concepts of authority and engagement connected in the classroom setting? Please explain how you will establish an appropriate level of authority in your future classroom while also maintaining a successful level of student engagement. Establishing of authority and creating a friendly environment in which children is a dilemma...

Related topic to Motivation

You might also like.

• Share full article

Advertisement

Supported by

Letter of Recommendation

What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• My Account Login
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 15 May 2024

Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach

• Cunying Fan 1 &
• Juan Wang 1  

Scientific Reports volume  14 , Article number:  11125 ( 2024 ) Cite this article

Metrics details

• Risk factors

Previous research has indicated that writing performance of foreign/second language (L2) learners is influenced by their utilization of self-regulated writing strategies. Yet, the relationship between various self-regulated strategies and individual characteristics, such as writing anxiety and perceived writing difficulty, has not been sufficiently examined. To bridge this gap, this study classified self-regulated writing strategies into four distinct types: cognitive, metacognitive, social behavioral, and motivational. These types were combined with L2 learners’ writing anxiety and writing difficulty to form conceptual models to predict high or low writing performance. Fuzzy-set qualitative comparative analysis (fsQCA) was used to gain a detailed understanding of the causal intricacies of writing performance. Data was collected from a sample of 94 students attending a university in eastern China. fsQCA revealed a variety of configurations associated with EFL writing performance, with six of them leading to high performance and four to low performance. These configurations highlight the complex causal relationship between students’ use of self-regulated writing strategies and their writing performance, while considering their writing anxiety and perceived writing difficulty. The study provided theoretical and practical implications for L2 teachers and educators who wish to enhance L2 learners’ writing performance.

Similar content being viewed by others

Examining the impact of the number of sources on students’ writing performance and self-efficacy beliefs

An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement

Studying the effect of self-selected background music on reading task with eye movements

Introduction.

In our globalized world, English’s role as the primary language for international communication has rendered English writing skills increasingly important, particularly in non-English-speaking countries like China. However, writing in English poses notable challenges for EFL learners 1 . These challenges arise partly because writing requires the recollection of information from memory, the organization of thoughts, the transformation of ideas into linguistic forms, the employment of writing instruments to articulate these ideas on paper, and the revision of the text to produce a polished and coherent final product 2 . Furthermore, research on Chinese university students shows that their performance in English writing is frequently hampered by encountered difficulties, experienced anxiety, and challenges in effectively regulating their writing 3 , 4 , underscoring the importance of a comprehensive understanding of the factors impacting their writing performance.

Self-regulated learning (SRL) involves individuals actively and deliberately taking charge of their learning processes. Self-regulated learners plan, monitor, and manage cognitive, motivational, emotional, and behavioral aspects of learning to gain knowledge and acquire skills 5 , 6 . Applying SRL to writing involves a strategic approach where learners proactively set writing goals, employ and monitor suitable writing strategies, and engage in reflective practices to evaluate and improve their writing. This method helps in effectively managing writing-related challenges such as anxiety and perceived difficulties, thereby enhancing overall writing performance. SRL in writing encapsulates a holistic process of planning, executing, and revising, fostering a more competent and confident approach to writing tasks.

Research has shown that self-regulated writing strategies can be beneficial in enhancing writing proficiency 7 , 8 . Students who implement these strategies tend to have better writing performance and higher self-efficacy 9 , 10 . Writing anxiety is an emotional, mental, or behavioural impediment to a writing task which leaners are cognitively capable of completing 11 . If learners suffer from writing anxiety, they may focus more on the details than the flow of the text, leading to mistakes and a lack of sincerity in the writing 12 and are inversely related to writing performance 13 . Learners’ perception of writing difficulty is shaped by their proficiency and affective factors along with the complexity of the task they are assigned 14 . This is related to how much cognitive resources is required to successfully complete the task 15 , which ultimately affects their writing performance. Previous research has explored the individual effects of self-regulated writing strategies, writing anxiety, and writing difficulty on writing performance, but none have provided a comprehensive insight into the intricate relationship between them. This study employs fsQCA to investigate how students’ self-regulated writing strategies, along with the interrelated variables of writing anxiety and writing difficulty, collectively and configurationally influence their writing performance.

In this study, we utilize fsQCA, a configurational approach, to explore the complexities of the writing process. The term “configuration” here refers to the unique combination and interplay of various factors—self-regulated writing strategies, writing anxiety, writing difficulty, and EFL writing performance—within a complex system. Opting for fsQCA enables us to examine the non-linear interactions and cumulative effects of continuous variables 16 , thereby extending our analysis beyond conventional linear methodologies. Our goal with fsQCA is to reveal how different configurations of these factors influence EFL learners’ writing performance, offering an in-depth understanding of the intricate and multifaceted nature of the writing process.

This study enriches the EFL writing literature by utilizing fsQCA within the framework of self-regulated learning. It constructs and validates an intricate model to identify the determinants of high or low writing performance. This approach enables an in-depth examination of the interplay among key factors such as self-regulated writing strategies, writing anxiety, and writing difficulty. Our analysis of these factors’ configurations advances a non-linear and comprehensive understanding of writing performance. The insights gained from this study are invaluable, offering researchers and educators new perspectives to effectively tackle the diverse and complex challenges prevalent in EFL writing education.

Literature review and research model

Self-regulated learning.

SRL is a process where individuals actively manage their own learning. This involves not only focusing on acquiring knowledge and skills but also managing cognitive, motivational, emotional, and behavioral aspects 5 , 6 . Self-regulated learners set goals, strategize, and reflect on their learning, believing that strategic application of these skills enhances academic achievement 17 . However, many students face challenges in effectively self-regulating their learning due to the complex and demanding nature of this process, potentially leading to cognitive overload 18 .

Incorporating SRL into the context of writing, particularly for addressing the challenges like writing anxiety, perceived writing difficulties, and writing performance, involves learners actively engaging in the SRL cycle to enhance their writing skills. This includes setting clear goals for writing tasks (forethought phase), employing and monitoring effective writing strategies (performance phase), and reflecting on the writing process to identify areas for improvement (self-reflection phase). By doing so, learners can manage their cognitive and emotional responses to writing tasks, reducing anxiety and perceived difficulties, and ultimately improving their overall writing performance. This proactive and strategic approach in the writing process exemplifies the essence of SRL in action, demonstrating its practical application in overcoming common writing challenges.

Self-regulated writing strategy and writing performance

Self-regulated writing strategies have been found to be influential in writing proficiency and L2 writing quality 19 , 20 . Studies have shown that the implementation of such strategies can result in a marked improvement in writing proficiency 21 , particularly for those who struggle to acquire the necessary writing skills 22 . These strategies are essential in motivating, inspiring, and sustaining the dedication and perseverance of learners 23 , 24 , thus leading to better writing outcomes and improved writing performance 25 . Students who do not possess self-regulated writing strategies are more likely to experience negative emotions and be discouraged when confronted with writing tasks 20 , 26 , 27 . This can have a detrimental effect on their writing performance.

Teng and Zhang 8 proposed a model for self-regulated strategies in L2 writing, comprised of cognitive, metacognitive, social-behavioral, and motivational regulation dimensions. Cognitive strategies refer to the techniques utilized by L2 writers to manage information processing while completing a task. Metacognitive strategies encompass the management of cognitive processes to make the most of cognitive resources and meet the requirements of the task. Social-behavioral strategies involve the efforts of L2 writers to adjust their learning behaviors in response to contextual and environmental factors. Finally, motivational regulation strategies denote the methods employed by L2 writers to sustain or increase their motivation, which can ultimately improve their engagement and success in completing the task. This study builds on Teng and Zhang’s 8 model of self-regulated writing strategies, which acknowledges the multifaceted nature of self-regulated writing strategies 28 , and is specifically designed for Chinese university students, the same population this research is targeting. This study further investigates the various kinds of these strategies.

Research has demonstrated the impact of various self-regulated writing strategies on writing performance. Zimmerman 29 emphasized the importance of emotional control strategies in managing negative emotions, such as anxiety or worries about writing. Bai et al. 22 found that primary school students used various writing strategies, such as monitoring, evaluating, planning, resourcing, revising, and text-generating strategies, which were associated with their English competence. De Silva and Graham 9 showed that proficiency in metacognitive writing strategies, including planning, monitoring, and evaluation, had a positive effect on writing outcomes. Qin and Zhang 30 proposed that self-regulated writing strategies, such as evaluating, monitoring, and planning, were essential factors in predicting writing performance. Teng et al. 25 revealed that in an EFL setting, writing performance of secondary school students is contingent on their understanding and application of writing strategies related to emotional control, goal-oriented evaluation, goal-oriented monitoring, memorization, metacognitive judgment, and planning.

However, while the benefits of self-regulated writing strategies are well-documented, the literature reveals a gap in understanding how these strategies interact with individual learner characteristics, such as writing anxiety and perceived writing difficulty. Most studies have focused on the strategies themselves, rather than how they combine with other factors to influence L2 writing performance. For instance, the model proposed by Teng and Zhang 8 categorizes self-regulated strategies into cognitive, metacognitive, social-behavioral, and motivational dimensions but does not fully explore their interplay with individual psychological factors in an L2 writing context. The present study seeks to bridge this gap by examining the relationship between different types of self-regulated writing strategies, writing anxiety, and perceived writing difficulty, and their combined effect on L2 writing performance.

Writing anxiety and writing performance

Anxiety related to writing can be a distinct form of anxiety 31 , 32 . Individuals who experience high levels of anxiety in writing tend to view writing as an unfulfilling task and it is possible for them to refrain from enrolling in writing classes and participating in situations where their written work will be assessed 33 . According to Cheng 31 , writing anxiety can be divided into three distinct categories: somatic, cognitive, and behavioral. Somatic anxiety is characterized by physical symptoms, such as a racing heart, gastrointestinal distress, and a feeling of tension. Cognitive anxiety is more psychological in nature, and involves worrying about one’s performance, having negative expectations, and being concerned about how others will view one's writing. Behavioral anxiety is demonstrated through avoidance, particularly in the form of avoiding writing. Cheng 31 found that all three types of writing anxiety were negatively correlated with individuals’ enthusiasm for English writing courses, motivation to write in English, self-assurance in their English writing ability, and their performance on a timed English composition task.

Research has demonstrated that writing anxiety has a detrimental effect on writing performance 34 , 35 . Specifically, Zabihi 34 found that writing anxiety had an adverse impact on the complexity, accuracy, and fluency of narrative performance, while Zabihi et al. 35 found that it led to an increase in the number of errors present in students’ narratives. Furthermore, Abolhasani et al. 36 found that undergraduates’ graph writing performance was impaired by their L2 writing anxiety. Conversely, writers with low levels of anxiety have been observed to exhibit fewer anxious writing behaviors, devote more time to ideation, produce multiple drafts, and allocate greater amounts of time to the writing process 37 .

Previous research has indicated a negative correlation between writing anxiety and writing performance, however, Lee 38 conducted a study on Taiwanese EFL learners and found that writing anxiety did not have a significant effect on their writing performance. Payant et al. 39 conducted another study that revealed writing anxiety to be a favorable predictor of performance on a source-based writing task. This was attributed to the fact that test anxiety, which had a beneficial effect on performance, was often experienced by participants. These conflicting results highlight the need for further investigation into how writing anxiety influences L2 writing performance.

Perceived writing difficulty and writing performance

Writing difficulty perceived by L2 writers is a subjective judgement, which is significantly affected by their skill level and emotional state 14 .This perception is based on the allocation of cognitive resources or the mental effort required to fulfill the demands of the writing task 15 , which is a result of the interplay between personal endowments and features of writing tasks 40 . To gain a thorough comprehension of writing performance, it is essential to take into account writing difficulty perceived by L2 learners 14 , as this provides an essential explanation of the mental effort needed to handle cognitive loads in L2 writing.

Owing to the increased cognitive and linguistic demands involved in writing in a non-native language, a significant proportion of EFL learners perceive English writing as a difficult and challenging task. Rabab’ah 41 observed that those who come from Asian universities often encountered difficulties when attempting to adjust to the requisites of English academic writing. The presence of negative thoughts about L2 writing or perceived difficulties regarding L2 writing had a significant impact on L2 writers’ ability to convey their ideas in writing 42 , thus influenced their writing performance. In addition to other factors, writing instructors concurred that students’ perception of difficult with EFL academic writing was a contributing factor to their poor writing performance 43 . Despited the negative influece of writing difficulty perception on writing performance, Wei and Zhang 44 found that the degree of difficulty that L2 writers perceive in L2 writing could be indicative of their awareness of the inadequacy of their L2 writing knowledge or their uncertainty about the L2 writing process. This perception of writing difficutl could prompt Chinese EFL student writers to utilize their L1 rhetorical knowledge to aid in their L2 composing processes.

There has been a dearth of research examining the impact of perceived writing difficulty on the writing performance of L2 learners, let alone the interplay between this perception, self-regulated writing strategies, and writing anxiety. Consequently, this study examined these three factors and explored how they configurate to influence writing performance of L2 learners.

Interplay of self-regulated writing strategy, writing anxiety, and perceived writing difficulty

In the realm of L2 writing research, the intricate interplay of strategy use, anxiety, and task difficulty has been explored to understand their collective impact on L2 writing performance. Zhou et al. 45 used a structural equation modeling approach to investigate the relationships among L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies and L2 writing engagement, and possible mediators that regulate the effect of individual factors. A questionnaire was administered to 340 Chinese high school students and L2 writing anxiety was found negatively associated with L2 writing self-regulated strategies. Manson et al. 46 discovered that the development of self-regulated strategies significantly and positively impacts students with learning disabilities (LD) across both elementary and secondary education levels. Notably, these strategies have been effective in reducing the students’ perceived writing difficulties.

QCA in L2 writing

Understanding the application and importance of qualitative comparative analysis (QCA) in L2 writing research is crucial, given the complex nature of language learning and writing processes. QCA, as a method, stands out for its ability to handle complexity and multifaceted phenomena, which are inherent in L2 writing. This method is particularly suitable for analyzing L2 writing because it allows for the examination of various combinations of causal conditions (such as language proficiency, cognitive strategies, first language influence, and instructional methods) and their relationship to writing outcomes. Employing QCA, Mallahi et al. 47 explored the role of a set of cognitive (i.e., aptitude and working memory) and motivational (i.e., self-regulatory capacity and self-efficacy beliefs) individual difference variables in the writing quality and composing behavior of 78 Iranian undergraduate EFL learners.

The applicability of QCA is further highlighted by its capacity to accommodate diverse data types and sources, making it well-suited for interdisciplinary research like L2 writing studies, which often integrate linguistic, psychological, and educational perspectives. Sazideh and Mallahi 48 employed a qualitative case study approach, incorporating techniques like narrative construction and qualitative comparative analysis. They examined how individuals with diverse cognitive characteristics, including language learning aptitude and working memory, respond to various forms of feedback (e.g., direct, indirect with error codes, metalinguistic with explanations) on linguistic aspects of their writing. Additionally, they analyzed how these characteristics might impact their learning from the feedback, illustrating the influence of temporal and proficiency-related factors on the L2 writing process. This methodological versatility is essential for dissecting the layered dimensions of L2 writing, providing a more comprehensive understanding of how various factors interact to influence writing proficiency. Therefore, QCA emerges not just as a choice but as a necessary tool for researchers aiming to construct a holistic picture of L2 writing, accommodating its inherent complexity and the interplay of multiple influential factors.

A review of the literature has revealed a lack of understanding regarding the relationship between self-regulated writing strategies, writing anxiety, and writing difficulty and their impact on L2 writing performance. More precise and insightful outcomes can be obtained by taking into account the configurations of these factors. This study aims to answer the following question:

What configurations of self-regulated writing strategies, writing anxiety, and perceived writing difficulty, are associated with high and low writing performance in Chinese EFL learners?

Conceptual model

Research has indicated that self-regulated writing strategies are influential in determining L2 writing performance. However, the types of self-regulated writing strategies have not been fully explored. Moreover, the impact of such strategies may become complex when learners’ perception of writing anxiety and writing difficult is taken into consideration. Therefore, following Teng and Zhang 8 , we categorized writing strategies into cognitive strategies, metacognitive strategies, social-behavioral strategies, and motivational regulation strategies and integrated them with writing anxiety and writing difficulty to examine the interaction between these factors and their impact on writing performance. To investigate this relationship, we propose a conceptual model. Our model posits that EFL writing is a multifarious and intricate process, wherein writing performance can be accounted for by configuration of self-regulated writing strategies, writing anxiety, and perceived writing difficulty. Figure  1 showed our configurational research model.

Venn diagram of the conceptual model. CS cognitive strategies, MS metacognitive strategies, SBS social-behavioral strategies, MRS motivational regulation strategies, WA writing anxiety, WD writing difficulty.

Fuzzy set qualitative comparative analysis

Qualitative comparative analysis (QCA) bridges the gap between qualitative and quantitative research 49 . It is a configurational approach that recognizes that social phenomena are often interconnected rather than isolated 16 . It comprises three modes of operation: crisp set QCA, multi-value set QCA, and fuzzy set QCA 50 . fsQCA is the chosen methodology for this study as it is especially suitable for dealing with issues that involve categorical variables as well as continuous variables 16 . It is useful to handle complex issues such as writing performance, which is affected by multiple factors.

The fsQCA is particularly effective for this analysis as it can explore how different combinations of variables contribute to writing performance, moving beyond the limitations of traditional statistical methods that typically focus on isolated impacts of individual variables. The use of fsQCA is advantageous in the context of language learning, which often involves complex, non-linear interactions among factors. This method allows us to identify specific configurations of factors that produce particular outcomes, providing a nuanced understanding of the collective impact of these elements on EFL writing performance. Our choice of fsQCA, especially considering our sample size of 94 participants, aligns with the recommendations of Poorkavoos et al. 51 . They noted the method’s suitability for small to medium-sized samples and its ability to uncover intricate causal relationships that might not be evident in larger datasets suited for regression analysis.

Participants

A total of 107 undergraduate and postgraduate students from a university in Eastern China voluntarily participated in the 2022 FLTRP∙ETIC Cup English Writing Contest, a highly regarded annual national event. These participants were recruited through an open call for entries to all eligible students at the university, allowing any interested student to sign up freely. This process ensured that the selection of the 107 participants was random and voluntary, reflecting a diverse and representative sample. Out of these, 94 students completed a paper questionnaire that explored their use of self-regulated writing strategies, along with perceptions of writing anxiety and difficulty, resulting in an 87.85% response rate. The questionnaires were distributed following the contest, ensuring that the participants’ responses were based on their direct and recent experiences in the contest. This approach aimed to accurately capture and understand the self-regulation strategies and experiences of university students in English writing contexts.

Out of the 94 participants, 26 (27.66%) were male and 68 (72.34%) were female. Furthermore, 12 (12.77%) were postgraduates and 82 (87.23%) were undergraduates. 50% of the participants specialized in English, while the other half majored in non-English subjects. Figure  2 provides a visual representation of the participants’ demographic information.

Demographic information of participants (n = 94).

• Writing performance

To accurately measure the writing performance of participants, we utilized the scores from the 2022 FLTRP∙ETIC Cup English Writing Contest, recognized as the most prestigious writing contest in China. The contest, spanning a duration of two hours, challenged participants in both argumentative and expository writing. It was evaluated on a total score of 100 points, with criteria based on comprehensive, rigorous, and equitable standards.

The judging criteria were detailed as follows: 40% on Content/Ideas, 30% on Organization/Development, 30% on Language. These criteria ensured a thorough assessment of participants’ ability to express clear ideas, organize content coherently, and use language effectively. Additionally, the contest utilized the iWrite English writing teaching and rating system for automated scoring support. This system, with a correction accuracy rate of 98% and a recall rate of 70%, ensures high consistency between human and machine ratings, with a consistency rate of 0.9. The system evaluates based on four dimensions: language, content, structure, and technical standards, offering customized scoring for different genres like application documents, argumentative essays, expository essays, narrative essays, and academic writing.

By employing these stringent and equitable criteria, along with advanced automated scoring technology, the contest provided an accurate assessment of participants’ writing performance, reflecting their skills in argumentative and expository writing.

• Self-regulated writing strategies

The Writing Strategies for Self-Regulated Learning Questionnaire 8 , was used to evaluate the application of self-regulated writing strategies. This questionnaire comprised 40 items, focusing on dimensions of cognitive strategies, metacognitive strategies, social-behavioral strategies, and motivational regulation strategies. Each measured on a 7-point Liker scale, with scores ranging from 1 (not at all true of me) to 7 (very true of me).

Cognitive strategies (CS) refer to the strategies that students employ to process and utilize information or knowledge while completing a writing task. This dimension encompasses two aspects, namely text processing and course memory. The former, consisting of 6 items, assesses students’ utilization of linguistic, rhetorical, and discourse knowledge to produce a written text (e.g., When writing, I check the structure for logical coherence). The latter, comprising 3 items, evaluates students’ active retention of writing knowledge acquired from writing courses (e.g., I write useful words and expressions taught in writing courses to help me remember them).

Metacognitive strategies (MS) encompass three kinds of abilities that empower learners to manage and manipulate their own cognition and cognitive resources to fulfill the requirements of particular writing tasks. Idea planning, consisting of 3 items, refers to the specific behavior of generating ideas before writing (e.g., Before writing, I use the Internet to search for related information to help me plan). Goal-oriented monitoring and evaluating, consisting of 6 items, includes a range of strategies such as setting goals to direct writing activities (e.g., When learning to write, I set up goals for myself in order to direct my learning activities) and monitoring and evaluating knowledge and performance mastery in writing courses (e.g., I monitor my learning process in writing courses; I evaluate the mastery of the knowledge or skills learned in writing courses).

Social-behavioral strategies (SBS) involve conscious efforts by individuals to adjust their writing behavior in response to the context and environment. This dimension includes two main components: feedback handling and peer learning. The former, consisting of 4 items, relates to how students approach and react to feedback from both teachers and peers with the goal of enhancing their English writing abilities (e.g., I try to improve my English writing based on teachers’ feedback). The latter, comprising 3 items, involves seeking help from peers within the learning environment, thus constituting a social interaction (e.g., I discuss with my peers to have more ideas to write).

Motivational regulation strategies (MRS) are deliberate approaches used by students to maintain or enhance their motivation when engaging in writing tasks. This dimension encompasses motivational self-talk, interest enhancement, and emotional control. Motivational self-talk, consisting of 8 items, involves self-encouragement in knowledge mastery and academic performance (e.g., I remind myself about how important it is to get good grades in writing courses). Interest enhancement, comprising 4 items, reflects students’ inclination to make learning more enjoyable (e.g., I look for ways to bring more fun to the learning of writing). Emotional control, consisting of 3 items, measures learners’ efforts to minimize distractions when completing a writing task or learning to write (e.g., I find ways to regulate my mood when I want to give up writing).

The internal consistency of the dimensions of self-regulated strategies was found to be high, as evidenced by the reliability coefficients of 0.881, 0.891, 0.817, and 0.917, which surpass the accepted threshold of 0.7 52 , 53 , thereby demonstrating the questionnaire’s reliability.

• Writing anxiety

The second language writing anxiety inventory (SLWAI) 31 was utilized to measure writing anxiety. Cheng 31 affirmed the reliability and validity of this scale. The participants were asked to answer three dimensions with 21 items in a 5-point Likert scale. Somatic anxiety dimension comprised of 7 items that referred to the physiological effects of anxiety (e.g., I feel my heart pounding when I write English compositions under time constraint). Cognitive anxiety dimension included 8 items that pertained to the mental aspects of anxiety (e.g., While writing English compositions, I feel worried and uneasy if I know they will be evaluated). Avoidance behavior dimension was composed of 6 items that indicated a tendency to avoid completing writing assignments or even retreating from such tasks altogether (e.g., I usually do my best to avoid writing English compositions). These dimensions have high internal consistency, with respective values of 0.763, 0.720, and 0.682, being higher or close to the accepted threshold of 0.7.

Writing difficulty

To evaluate the difficulty level of writing for students, we have utilized a collection of 12 items (e.g., I can’t write appropriate English sentences to express my ideas) from Wu 54 . These items are evaluated using a 5-point Likert scale from 1 “strongly disagree” to 5 “strongly agree”. The instrument as a whole exhibited a reliability coefficient of 0.873, which surpasses the accepted threshold of 0.7.

Data collection

Informed consent was obtained from all participants involved in the study. Data was collected from participants of the 2022 FLTRP∙ETIC Cup English Writing Contest at a university in Eastern China. To evaluate the EFL writing performance of the participants, writing scores were used. These scores were sourced primarily from the official results released by the organizers of the contest. This approach ensures that the evaluation of each participant’s writing skills is based on a standardized and authoritative assessment, reflecting their actual performance in the competition. After the writing contest, participants were asked to complete a questionnaire, which measured self-regulated writing strategies, writing anxiety, and writing difficulty. They were also informed that their data would be kept confidential and used solely for research purposes, and were free to withdraw from the study at any time.

Data analysis

This study utilized fsQCA, a method that is suitable for exploring complex configurations of constructs 16 . fsQCA involves assessing the connections between the outcome variable (i.e., writing performance) and all possible combinations of binary states (i.e., presence or absence of its causal conditions). The software fsQCA 3.0 was used.

fsQCA entails a pre-data analysis calibration process 16 . This study utilized the direct method, employing a three-value scheme, to calibrate both causal conditions and outcome measures, which is consistent with previous research 55 , 56 . The three-value scheme prescribes the identification of three anchors for every set, encompassing the threshold for full membership, the threshold for full non-membership, and the cross-over point 16 . The calibration procedure then utilizes a logistic function to allocate values to these anchors, leading to the conversion of outcomes and causal conditions into fuzzy membership scores on the log odds of full membership by means of the fsQCA3.0 software 57 . This study used results and antecedent of 95%, 50%, and 5% quantile values. In addition, to limit “researcher degrees of freedom” and avoid “distortion of the results”, we applied the same calibration rule—the 95th, 50th, and 5th percentiles—consistently across all outcomes and causal conditions in this study 58 . Table 1 summarizes the calibration thresholds of the fuzzy sets.

Then based on calibrated fuzzy sets, we conducted a necessary condition analysis and a sufficient condition analysis. The results would be analyzed in the following section.

Ethics declarations

All methods were carried out in accordance with relevant guidelines and regulations. This study was carried out in accordance with the recommendations of the Ethics Committee of Qufu Normal University. Informed consent was obtained from all subjects.

Descriptive statistics

Table  2 provided descriptive statistics of participants’ writing performance, self-regulated writing strategies, writing anxiety, and perceived writing difficulty. On average, the writing performance scored 72.24, indicating a relatively high level. However, there was a large range in scores, with the maximum being 90 and the minimum being 29. The most commonly used self-regulated writing strategies were motivational regulation strategies, followed by cognitive, metacognitive, and social-behavioral strategies. The mean scores for writing anxiety and difficulty were 2.75 and 2.81 respectively, and the highest and lowest scores for each were 5 and 1.10, and 5 and 1.17, respectively. According to West et al. 59 , skewness values less than |2| and kurtosis values less than |7| indicate a lack of significant deviation from normality. The skewness and kurtosis presented in Table  2 confirm the absence of any notable departure from normality.

Analysis of necessary conditions

Crucial to consider are necessary conditions that play a vital role in determining the outcome as their presence is an indispensable element 60 . To put it simply, without the existence of a necessary condition, the outcome is impossible to realize 61 , 62 . Employing the software of fsQCA 3.0, Table  3 illustrates an inquiry into necessary conditions for both high and low writing performance.

The presence of a necessary condition is contingent upon meeting the consistency and coverage criteria of at least 0.90 and 0.50, respectively, as stipulated by Ragin 63 and Pappas et al. 64 . As Table  3 demonstrated, none of the values met this threshold, indicating that there were no independent necessary conditions that account for high writing performance. Similarly, no single variable could be identified as a necessary condition for low writing performance. Thus, there were no necessary conditions to produce the outcome of high or low writing performance. The outcome required a combination of conditions, implying that multiple conditions should be integrated for configuration analysis.

Analysis of sufficient conditions

While a necessary condition is always a prerequisite for an outcome, a sufficient condition denotes that a particular condition or a combination of conditions is capable of leading to the outcome on its own 61 , 62 .

In order to determine the sufficient conditions for high and low writing performance, the calibrated data was integrated into a fuzzy set truth table and analyzed using fsQCA 3.0 software. The truth table encompassed all possible configurations of the conditions, with the elimination of rows containing less than 2 cases to refine the results. Moreover, configurations with a consistency of less than 0.90 and PRI (Proportional Reduction in Inconsistency) of less than 0.50 were assigned a value of “0” to ensure the sufficiency of the configurations with satisfactory quality 16 , 65 . In order for a given configuration to meet the criteria of being “sufficient”, it must possess consistency and coverage values that are ≥ 0.75 and ≥ 0.20 64 , 66 . Table  4 illustrates the sufficient solutions for modeling high and low writing performance in a diagrammatic form.

Table  4 provides a visual representation of the conditions sufficient for the outcome. The presence of a condition implies that a learner has a membership score above 0.5, as determined by the calibration procedure. In simpler terms, if a condition is present, it means that the variable value is higher than the median for the sample group. Conversely, if a condition is absent, it means that the variable value is lower than the median for the sample group. Blank spaces indicate that the conditions are not necessary for achieving the desired outcome. This information is based on the research conducted by Misangyi and Acharya 67 and Bedford et al. 68 .

Grasping configurational solutions gives a complete view of the correlation between the adoption of self-regulated writing strategies and the diverse feelings of writing anxiety and difficulty, both of which can notably affect the writing performance of EFL learners. Our configurational analysis operates on the premise that self-regulated writing strategies, as well as perceptions of writing difficulty and writing anxieties, do not operate independently of each other in influencing learners’ writing performance. Table  4 outlines the 10 configurations that resulted in either high or low writing performance. These configurations serve as evidence that there exist diverse strategic pathways that culminate in equifinal outcomes. This, in turn, corroborates the presence of numerous causal associations in the realm of writing performance. The solution coverages for high writing performance and low writing performance were 0.574 and 0.565, respectively. This indicated a high degree of explanatory power, and all configurations exhibited exceptional levels of consistency, with values of 0.880 and 0.853 in high and low writing performance, respectively. These findings suggested that the configurations were highly effective in producing the desired outcomes.

Configurations for high writing performance

It is noteworthy that six different configurations (C1–C6) have been identified as potential causal connections that lead to high writing performance (Table  4 ). The first two configurations (C1–C2) share common core conditions, which involve the implementation of cognitive strategies and low levels of writing anxiety and difficulty. This suggests that cognitive strategies are the primary factor influencing high writing performance in individuals with low levels of writing anxiety and difficult. Consequently, these configurations are categorized as a cognition-driven type, where writing performance is heavily dependent on cognitive writing strategies. An in-depth explanation of these two configurations is provided.

C1: CS*MS* ~ SBS* ~ WA * ~ WD (~ , negation (NOT); * , logical conjunction (AND)) (Table  4 ). C1 is a configuration that can lead to high writing performance, comprised of a core condition of cognitive strategies, a peripheral condition of metacognitive strategies, and an absence of social-behavioral strategies, writing anxiety, and writing difficulty. This configuration has a unique coverage rate of 0.020 and a consistency measure of 0.917, and it covers 31.3% of sets. This finding suggests that learners with low levels of writing anxiety and difficult can improve their writing ability through the use of cognitive and metacognitive strategies, even if social-behavioral strategies are not used extensively.

C2: CS* ~ SBS*MRS* ~ WA* ~ WD (Table  4 ). Configuration C2 has the potential to lead to high writing performance. It consists of a core condition of cognitive strategies, a peripheral condition of motivational regulation strategies, and an absence of social-behavioral strategies, writing anxiety, and writing difficulty. This configuration has a unique coverage rate of 0.025 and a consistency measure of 0.910, covering 31.9% of sets. It implies that learners with minimal writing anxiety and difficulty can enhance their writing performance by utilizing more cognitive and motivational regulation strategies, even if they use social-behavioral strategies less frequently.

Configurations C3–C6 are categorized as a social-behavior-driven type due to their shared core conditions centered on the incorporation of social-behavioral strategies, indicating that the adoption of these strategies is the most important factor for high writing performance. These four configurations are further explained in detail.

C3: ~ CS*SBS*MRS* ~ WA* ~ WD (Table  4 ). Configuration C3 suggests that high writing performance can be achieved without the presence of writing difficulty as core conditions and writing anxiety as peripheral conditions, but with the presence of social-behavioral and motivational strategies as core and peripheral conditions, respectively. This configuration has a unique coverage rate of 0.010, a consistency of 0.897, and covers 28.3% of sets. Therefore, it is suggested that individuals who are not troubled with writing anxiety and difficult may benefit from an increased usage of social-behavioral and motivational strategies to improve their writing performance, even if cognitive strategies are not relied upon as heavily.

C4: ~ CS* ~ MS*SBS*MRS* ~ WD (Table  4 ). Configuration C4 shows that high writing performance can be achieved with the absence of writing difficulty as a peripheral condition, and the presence of social-behavioral strategies and motivational regulation strategies as core conditions, cognitive strategies as a core condition’s absence, and metacognitive strategies as a peripheral condition’s absence. The unique coverage rate is 0.017, the consistency is 0.904, and the results cover 28.8% of sets. This indicates that when the perceived writing difficulty is low, a higher level of use of social-behavioral strategies and motivational strategies can improve learners’ writing performance, even when the use of cognitive strategies and metacognitive strategies is low.

C5: MS*SBS* ~ MRS*WA*WD (Table  4 ). Configuration C5 is the most explainable configuration of high writing performance, with the presence of metacognitive strategies and social-behavioral strategies, and the absence of motivational strategies as core conditions, the presence of perceived writing anxiety and difficulty as peripheral conditions. It boasts a high level of consistency (0.917) and unique coverage (0.071), and covers 28.3% of sets, which is indicative of its ability to explain a significant proportion of the results that lead to successful writing. Despite the challenges posed by perceived writing anxiety and difficult, learners can still strive to improve their writing performance by employing a greater number of metacognitive and social-behavioral strategies.

C6: CS*MS*SBS*MRS*WA * ~ WD (Table  4 ). Configuration C6 reveals a coverage rate of 0.060 and a consistency of 0.916, covering 30.0% of sets. This configuration consists of the absence of writing difficulty and the presence of writing anxiety as core conditions, high writing performance can be achieved by using social-behavioral strategies and motivational strategies as core conditions, and cognitive strategies and metacognitive strategies as a peripheral condition. It is possible for learners to achieve a high level of writing performance even if they experience a high degree of writing anxiety, as demonstrated by the evidence from C6. This can be accomplished through the implementation of cognitive, metacognitive, social-behavioral, and motivational strategies.

Configurations for low writing performance

Table  4 demonstrates that four distinct configurations, C7–C10, exhibit low writing performance. These configurations share a core condition of high writing anxiety, as well as a lack of self-regulated writing strategies. This suggests that the primary cause of the low writing performance is the presence of heightened writing anxiety and the absence of certain writing strategies. Consequently, these four configurations can be classified as an anxiety-troubled type. Further details of these configurations are provided.

C7: ~ CS* ~ MS* ~ SBS* ~ MRS *WA (Table  4 ). C7 is a configuration with higher levels of writing anxiety, lower level of use of cognitive strategies, metacognitive strategies, social-behavioral strategies, and motivational strategies. The unique coverage is 0.046, the consistency is 0.893, and it covers 47.3% of sets. This indicates that such a configuration can result in low writing performance among learners.

C8: ~ CS* ~ MS* ~ MRS *WA*WD (Table  4 ). C8 indicates that a diminished use of cognitive, metacognitive, and motivational strategies can negatively impact writing performance in learners who experience high levels of writing anxiety and difficult. This conclusion is supported by a unique coverage of 0.029 and a consistency of 0.885. And it covers 45.6% of sets.

C9: ~ CS* ~ MS* ~ SBS* WA*WD (Table  4 ). C9 highlights that when dealing with learners who possess a high level of writing anxiety and difficult, a low usage of cognitive, metacognitive, and social-behavioral strategies may result in poor writing performance. The unique coverage rate is recorded at 0.021, the consistency stands at 0.891, and it covers 44.8% of sets.

C10: MS* ~ SBS* ~ MRS *WA*WD (Table  4 ). C10 shows that in the context of individuals who exhibit high level of perceived writing anxiety and difficulty, a reduced employment of social-behavioral and motivational strategies can result in low writing performance, despite a high level of utilization of metacognitive strategies. This is indicated by a unique coverage rate of 0.043 and a consistency score of 0.913. And it covers 32.0% of sets.

Discussion and implications

Table  4 presents configurations contingent upon the attributes of EFL learners, including their utilization of self-regulated writing strategies, writing anxieties, and perception of writing difficulties. These elements have significant impacts on writing performance, with configurations C1–C6 indicating high writing performance, and configurations C7–C10 indicating low writing performance. Three general types of configurations were identified: cognition-driven, social-behavior-driven, and anxiety-troubled.

If EFL learners possess a high level of cognitive and metacognitive strategies, along with low levels of writing anxiety and difficult, as per configuration C1, they are likely to achieve high writing performance. The employment of social-behavior strategies is not crucial for achieving such performance, and the presence of motivational strategies does not significantly affect the outcome. According to configuration C2, EFL learners can attain high writing performance if they possess a wealth of cognitive and motivational strategies, and concurrently experience a low degree of perceived writing anxiety and difficulty. The possession of social-behavioral strategies is not a fundamental requirement for high writing performance, and metacognitive strategies are inconsequential.

The first two configurations (C1–C2) share common core conditions, which involve the implementation of cognitive strategies and low levels of writing anxiety and difficulty, which are categorized as the cognition-driven type, where writing performance is heavily dependent on cognitive writing strategies. This type partially aligns with Teng and Zhang 8 , which indicate that while motivational regulation strategies directly and indirectly affect EFL students’ writing performance and correlate significantly with their use of cognitive, metacognitive, and social behavior strategies, only cognitive and metacognitive strategies were significant mediators.

C3 shows that if EFL learners do not experience high level of writing anxiety or writing difficulty, it is probable that they can achieve high writing performance by utilizing cognitive strategies and metacognitive strategies, in addition to social-behavioral strategies and motivational strategies. C4 suggests that high writing performance can be realized by mitigating the writing difficulty and implementing social-behavioral and motivational writing strategies, even if cognitive and metacognitive strategies are not employed. In accordance with C5, it is possible for EFL learners to achieve high writing performance despite lacking in cognitive strategies and regardless of their possession of metacognitive strategies. This can be achieved through the possession of more social-behavioral strategies and motivational strategies, coupled with low levels of perceived writing anxiety and difficulty. According to the configuration C6, it is possible for EFL learners to achieve high levels of writing performance despite lacking in cognitive strategies and metacognitive strategies, provided that they possess an abundance of social-behavioral strategies and motivational strategies, and also maintain low levels of perceived writing difficulty. Furthermore, this outcome is not influenced by their level of writing anxiety.

Configurations C3–C6 are categorized as a social-behavior-driven type due to their shared core conditions centered on the incorporation of social-behavioral strategies. This finding aligns with the work Mohseniasl 69 , who highlights the role of explicit writing strategy instruction in alleviating writing difficulties, supporting our observation that focusing on specific types of writing strategies, such as social-behavioral and motivational, can lead to improved writing outcomes.

In the case of low writing performance, as per C7, EFL learners who exhibit high levels of writing anxiety and perceived writing difficulty are likely to experience a decline in writing performance if they lack cognitive strategies and metacognitive strategies and social-behavioral strategies, regardless of their possession of additional motivational strategies. As per C8, it is evident that EFL learners who possess high writing anxiety and perceived writing difficulty may face challenges in achieving high writing performance if they lack sufficient social-behavioral strategies and motivational strategies. This is irrespective of whether they possess more metacognitive strategies and regardless of whether they have more cognitive strategies or not. C9 posits that in the event that EFL learners exhibit high levels of anxiety when writing, their writing performance may suffer if they lack social-behavioral strategies and cognitive strategies, metacognitive strategies, and motivational strategies. Whether or not they experience significant writing difficulty is of no consequence. C10 posits that EFL learners who exhibit high levels of writing anxiety and perceived writing difficulty, may experience diminished writing performance if they do not possess the necessary cognitive strategies as well as metacognitive strategies and motivational strategies. Notably, the presence of social-behavioral strategies is not a key determinant of this outcome.

C7-C10, exhibit low writing performance. These configurations share a core condition of high writing anxiety and can be classified as an anxiety-troubled type. This finding is partially in line with Khosravi et al. 70 , who identified a significant negative relationship between writing anxiety and EFL learners’ writing performance, emphasizing the detrimental impact of high anxiety levels on writing.

This study provides valuable insights into the various self-regulated writing strategies that EFL learners can adopt to improve their L2 writing performance, depending on their degree of writing anxiety and difficult. The results are of great significance to the field of pedagogy, as they demonstrate the configurational impacts of writing strategies, writing anxiety, and writing difficulty on writing performance. Consequently, instructors of EFL writing classes can introduce tailored interventions to enhance learners’ writing performance. Additionally, this study proposes an alternative approach to promote the use of writing strategies, taking into account individual characteristics such as perceptions of writing anxiety and writing difficulty.

This study presents a novel approach to evaluating the potential impact of self-regulated writing strategies on writing performance of Chinese EFL learners. The research acknowledges influence of self-regulated writing strategies, writing anxiety and perceived writing difficulty on writing performance. To evaluate the role of these factors and their collective impact, a fuzzy set qualitative comparative analysis (fsQCA) is used. The results indicate that diverse configurations can lead to either high or low writing performance. Specifically, two configurations fall under the cognition-driven type, which highlights the importance of cognitive writing strategies in high writing performance, while four configurations of the social-behavior-driven type emphasize the significance of social-behavioral writing strategies in high writing performance. On the other hand, it can be inferred that a lack of writing strategies coupled with writing anxiety may result in low writing performance, as exemplified by the four instances of the anxiety-troubled configuration. The above configurations provide educators and instructors with valuable insights on how to provide tailored guidance or corrective measures that can enhance writing performance of EFL learners, depending on the particular configuration, which includes both core and peripheral conditions.

This study provides valuable insights; however, its limitations cannot be ignored. To begin with, the participants were selected in one university, thus, the results cannot be generalized to a wider population. Instead, they can contribute to a better comprehension of the intricate relationships between self-regulated writing strategies, writing anxiety, writing difficulty, and writing performance. Additionally, most data in this study were collected from self-report questionnaires. It’s important to recognize that self-reports, while insightful, can be subject to social desirability bias. This occurs when respondents modify their answers to align with perceived social expectations, potentially skewing the results. To enhance the validity of future research, a more diverse methodological approach is recommended. Integrating objective assessment tools, such as direct behavioral observations or technology-assisted data collection like keystroke analysis, could complement self-reported data. These methods would not only offset the limitations of self-reports but also provide a richer, deeper understanding of the writing process in L2 learners. Lastly, it is essential to note that this study only focused on writing strategies, writing anxiety, and writing difficulty, while writing is a multifaceted and complex process that involves a range of other factors that could affect writing performance. Future research endeavors should consider a broader range of variables to examine the reasons for the variation in writing performance with different combinations of conditions.

Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Santangelo, T., Harris, K. R. & Graham, S. Self-regulated strategy development: A validated model to support students who struggle with writing. Learn. Disabil. Contemp. J. 5 (1), 1–20 (2007).

Google Scholar  

Wengelin, Å. Examining pauses in writing: Theory, methods and empirical data. In Computer Keystroke Logging and Writing Vol. 18 (eds Sullivan, K. H. & Lindgren, E.) 107–130 (Elsevier, 2006).

Chapter   Google Scholar  

Shen, B., Bai, B. & Xue, W. The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class. Stud. Educ. Eval. 64 , 100821. https://doi.org/10.1016/j.stueduc.2019.100821 (2020).

Article   Google Scholar  

Teng, L. S. Changes in teachers’ beliefs after a professional development project for teaching writing: Two Chinese cases. J. Educ. Teach. 42 (1), 106–109. https://doi.org/10.1080/02607476.2015.1135228 (2016).

Pintrich, P. R. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. J. Educ. Psychol. 92 (3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544 (2000).

Zimmerman, B. J. & Kitsantas, A. Acquiring writing revision and self-regulatory skill through observation and emulation. J. Educ. Psychol. 94 (4), 660–668. https://doi.org/10.1037/0022-0663.94.4.660 (2002).

Bai, B., Wang, J. & Nie, Y. Self-efficacy, task values and growth mindset: What has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian confucian cultural context?. Camb. J. Educ. 51 (1), 64–84. https://doi.org/10.1080/0305764X.2020.1778639 (2021).

Teng, L. S. & Zhang, L. J. Fostering strategic learning: The development and validation of the writing strategies for motivational regulation questionnaire (WSMRQ). Asia Pac. Educ. Res. 25 , 123–134. https://doi.org/10.1007/s40299-015-0243-4 (2016).

De Silva, R. & Graham, S. The effects of strategy instruction on writing strategy use for students of different proficiency levels. System 53 , 47–59. https://doi.org/10.1016/j.system.2015.06.009 (2015).

Bai, B. & Guo, W. Influences of self-regulated learning strategy use on self-efficacy in primary school students’ English writing in Hong Kong. Read. Writ. Q. 34 (6), 523–536. https://doi.org/10.1080/10573569.2018.1499058 (2018).

Bloom, L. Z. Anxious writers in context: Graduate school and beyond. In When a Writer Can’t Write (ed. Rose, M.) 119–133 (Guilford Press, 1985).

Rasool, U., Qian, J. & Aslam, M. Z. An investigation of foreign language writing anxiety and its reasons among pre-service EFL teachers in Pakistan. Front Psychol. https://doi.org/10.3389/fpsyg.2022.947867 (2023).

Article   PubMed   PubMed Central   Google Scholar  

Hassan, B. A. The Relationship of Writing Apprehension and Self-Esteem to the Writing Quality and Quantity of EFL University Students . https://files.eric.ed.gov/fulltext/ED459671.pdf (2001).

Cho, M. Task complexity and modality: Exploring learners’ experience from the perspective of flow. Mod. Lang. J. 102 (1), 162–180. https://doi.org/10.1111/modl.12460 (2018).

Sasayama, S. Is a ‘complex’ task really complex? Validating the assumption of cognitive task complexity. Mod. Lang. J. 100 (1), 231–254. https://doi.org/10.1111/modl.12313 (2016).

Ragin, C. C. Redesigning Social Inquiry: Fuzzy Sets and Beyond (University of Chicago Press, 2008).

Book   Google Scholar  

Hertel, S. & Karlen, Y. Implicit theories of self-regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition. Educ. Psychol. 91 (3), 972–996 (2021).

Article   PubMed   Google Scholar  

Wirth, J., Stebner, F., Trypke, M., Schuster, C. & Leutner, D. An interactive layers model of self-regulated learning and cognitive load. Educ. Psychol. Rev. 32 , 1127–1149 (2020).

Teng, M. F. & Huang, J. Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency. Tesol Q. 53 (1), 232–247 (2019).

Article   MathSciNet   Google Scholar  

Bai, B. & Guo, W. Motivation and self-regulated strategy use: Relationships to primary school students’ english writing in Hong Kong. Lang. Teach. Res. https://doi.org/10.1177/1362168819859921 (2021).

Teng, M. F., Qin, C. & Wang, C. Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacogn. Learn. 17 , 167–190. https://doi.org/10.1007/s11409-021-09278-4 (2022).

Bai, R., Hu, G. & Gu, P. Y. The relationship between use of writing strategies and english proficiency in Singapore primary schools. Asia Pac. Educ. Res. 23 , 355–365. https://doi.org/10.1007/s40299-013-0110-0 (2014).

Teng, M. F. A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing. Engl. Teach. Pract. Crit. 18 (3), 281–297. https://doi.org/10.1108/ETPC-07-2018-0070 (2019).

Zhang, L. J. & Qin, T. L. Validating a questionnaire on EFL writers’ metacognitive awareness of writing strategies in multimedia environments. In Metacognition in Language Learning and Teaching (eds Haukås, Å. et al. ) 157–178 (Routledge, 2018).

Teng, M. F., Wang, C. & Zhang, L. J. Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assess. Writ. 51 , 100573. https://doi.org/10.1016/j.asw.2021.100573 (2022).

Harris, K. R., Santangelo, T. & Graham, S. Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach. Instrum. Sci. 36 , 395–408. https://doi.org/10.1007/s11251-008-9062-9 (2008).

Harris, K. R., Graham, S., MacArthur, C., Reid, R. & Mason, L. H. Self-regulated learning processes and children’s writing. In Handbook of Self-Regulation of Learning and Performance (eds Zimmerman, B. J. & Schunk, D. H.) 187–202 (Routledge, 2021).

Bazerman, C. What do sociocultural studies of writing tell us about learning to write. In Handbook of Writing Research 2nd edn (eds MacArthur, C. A. et al. ) 11–23 (The Guilford Press, 2016).

Zimmerman, B. J. Becoming a self-regulated learner: An overview. Theory Pract. 41 (2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 (2002).

Qin, L. T. & Zhang, L. J. English as a foreign language writers’ metacognitive strategy knowledge of writing and their writing performance in multimedia environments. J. Writ. Res. 12 (2), 394–413 (2019).

CAS   Google Scholar  

Cheng, Y. S. A measure of second language writing anxiety: Scale development and preliminary validation. J. Second Lang. Writ. 13 , 313–335 (2004).

Pae, T. I. Skill-based L2 anxieties revisited: Their intra-relations and the inter-relations with general foreign language anxiety. Appl. Linguist. 34 (2), 232–252. https://doi.org/10.1093/applin/ams041 (2013).

Daly, J. A. & Miller, M. D. The empirical development of an instrument to measure writing apprehension. Res. Teach. Engl. 9 (3), 242–249 (1975).

Zabihi, R. The role of cognitive and affective factors in measures of L2 writing. Writ. Commun. 35 (1), 32–57. https://doi.org/10.1177/0741088317735836 (2018).

Zabihi, R., Mousavi, S. H. & Salehian, A. The differential role of domain-specific anxiety in learners’ narrative and argumentative L2 written task performances. Curr. Psychol. https://doi.org/10.1007/s12144-018-9850-6 (2018).

Abolhasani, H., Golparvar, S. E. & Robatjazi, M. A. Modelling the role of L2 writing anxiety in graph-based composing performance and strategy use. J. Psycholinguist. Res. 51 , 417–435. https://doi.org/10.1007/s10936-022-09858-8 (2022).

Abdel Latif, M. M. Sources of L2 writing apprehension: A study of Egyptian university students. J. Res. Read. 38 (2), 194–212. https://doi.org/10.1111/j.1467-9817.2012.01549.x (2015).

Lee, S. Y. Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with structural equation modeling. Lang. Learn. 55 (2), 335–374 (2005).

Payant, C., McDonough, K., Uludag, P. & Lindberg, R. Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences. J. Engl. Acad. Purp. 40 , 87–97. https://doi.org/10.1016/j.jeap.2019.06.001 (2019).

Pallotti, G. Assessing tasks: The case of interactional difficulty. Appl. Linguist. 40 (1), 176–197 (2019).

Rabab’ah, G. Communicating problems facing Arab learners of english. J. Lang. Learn. 3 (1), 180–197 (2003).

Al-Khasawneh, F. Writing for academic purposes: Problems faced by Arab postgraduate students of the college of business UUM. ESL World 9 (2), 1–23 (2010).

MathSciNet   Google Scholar  

Rahmat, N. H., Arepin, M., Yunos, D. R. M. & Rahaman, S. A. S. A. Analyzing perceived writing difficulties through the social cognitive theory. People Int. J. Soc. Sci. 3 , 1487–1499. https://doi.org/10.20319/pijss.2017.32.14871499 (2017).

Wei, X. & Zhang, W. Investigating L2 writers’ metacognitive awareness about L1–L2 rhetorical differences. J. Engl. Acad. Purp. 46 , 100875. https://doi.org/10.1016/j.jeap.2020.100875 (2020).

Zhou, J., Wang, S. & Wang, J. Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator. Front. Psychol. https://doi.org/10.3389/fpsyg.2022.1012407 (2022).

Mason, L. H., Harris, K. R. & Graham, S. Self-regulated strategy development for students with writing difficulties. Theory Pract. 50 (1), 20–27. https://doi.org/10.1080/00405841.2011.534922 (2011).

Mallahi, O., Amirian, S. M. R., Zareian, G. R. & Adel, S. M. R. An investigation into the individual differences correlates of Iranian undergraduate EFL learners’ writing competence: A mixed methods approach. Iran. J. Appl. Linguist. 19 (1), 99–140 (2016).

Sazideh, K. & Mallahi, O. How might cognitive factors affect Iranian EFL learners’ response to feedback provided on writing? An individual differences perspective. Int. J. Linguist. Lit. Transl. 4 (5), 42–55. https://doi.org/10.32996/ijllt.2021.4.5.3 (2021).

Ragin, C. C. Using qualitative comparative analysis to study causal complexity. Health Serv. Res. 34 , 1225–1239 (1999).

CAS   PubMed   PubMed Central   Google Scholar  

Rihoux, B. Qualitative comparative analysis (QCA) and related systematic comparative methods: Recent advances and remaining challenges for social science research. Int. Sociol. 12 (5), 679–706. https://doi.org/10.1177/0268580906067836 (2006).

Poorkavoos, M., Duan, Y., Edwards, J. S. & Ramanathan, R. Identifying the configurational paths to innovation in SMEs: A fuzzy-set qualitative comparative analysis. J. Bus. Res. 69 (12), 5843–5854. https://doi.org/10.1016/j.jbusres.2016.11.013 (2016).

Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. Multivariate Data Analysis 7th edn. (Prentice Hall, 2009).

Hair, J. F. et al. An introduction to structural equation modeling. In Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. Classroom Companion: Business (eds Hair, J. F. et al. ) (Springer, 2021). https://doi.org/10.1007/978-3-030-80519-7_1 .

Wu, S. J. R. A comparison of Learners’ Beliefs About Writing in Their First and Second Language: Taiwanese Junior College Business-Major Students Studying English (The University of Texas, 2003).

Campbell, J., Sirmon, D. & Schijven, M. Fuzzy logic and the market: A configurational approach to investor perceptions of acquisition announcements. Acad. Manag. J. 59 (1), 163–187 (2016).

Fiss, P. C. Building better causal theories: A fuzzy set approach to typologies in organization research. Acad. Manag. J. 54 (2), 393–420. https://doi.org/10.5465/amj.2011.60263120 (2011).

Witt, M. A., Fainshmidt, S. & Aguilera, R. V. Our board, our rules: Nonconformity to global corporate governance norms. Admin. Sci. Q. 67 (1), 131–166. https://doi.org/10.1177/00018392211022726 (2022).

Douglas, S., Berthod, O., Groenleer, M. & Nederhand, J. Pathways to collaborative performance: Examining the different combinations of conditions under which collaborations are successful. Policy Soc. 39 (4), 638–658. https://doi.org/10.1080/14494035.2020.1769275 (2020).

West, S. G., Finch, J. F. & Curran, P. J. Structural equation models with nonnormal variables: Problems and remedies. In Structural Equation Modeling: Concepts, Issues and Applications (ed. Hoyle, R. H.) 56–75 (Sage, 1995).

Dul, J. Necessary condition analysis (NCA): Logic and methodology of ‘“necessary but not sufficient”’ causality. Organ. Res. Methods 19 (1), 10–52. https://doi.org/10.1177/1094428115584005 (2016).

Fiss, P. C. A set-theoretic approach to organizational configurations. Acad. Manag. Rev. 32 , 1180–1198 (2007).

Schneider, M. R. & Eggert, A. Embracing complex causality with the QCA method: An invitation. J. Bus. Mark. Manag. 7 (1), 312–328 (2014).

Ragin, C. C. Set relations in social research: Evaluating their consistency and coverage. Polit. Anal. 14 (3), 291–310. https://doi.org/10.1093/pan/mpj019 (2006).

Pappas, I. O. & Woodside, A. G. Fuzzy-set qualitative comparative analysis (fsQCA): Guidelines for research practice in information systems and marketing. Int. J. Inf. Manag. 58 , 102310. https://doi.org/10.1016/j.ijinfomgt.2021.10231 (2021).

Mattke, J., Maier, C., Reis, L. & Weitzel, T. Bitcoin investment: A mixed methods study of investment motivations. Eur. J. Inf. Syst. 3 , 261–285 (2021).

Rasoolimanesh, S. M., Ringle, C. M., Sarstedt, M. & Olya, H. The combined use of symmetric and asymmetric approaches: Partial least squares-structural equation modeling and fuzzy-set qualitative comparative analysis. Int. J. Contemp. Hosp. Manag. 33 (5), 1571–1592. https://doi.org/10.1108/IJCHM-10-2020-1164 (2021).

Misangyi, V. F. & Acharya, A. G. Substitutes or complements? A configurational examination of corporate governance mechanisms. Acad. Manag. J. https://doi.org/10.5465/amj.2012.0728 (2014).

Bedford, D. S., Malmi, T. & Sandelin, M. Management control effectiveness and strategy: An empirical analysis of packages and systems. Account. Organ. Soc. 51 , 12–28. https://doi.org/10.1016/j.aos.2016.04.002 (2016).

Mohseniasl, F. Examining the effect of strategy instruction on writing apprehension and writing achievement of EFL learners. Theory Pract. Lang. Stud. 4 (4), 811–817 (2014).

Khosravi, R., Dastgoshadeh, A. & Jalilzadeh, K. Writing metacognitive strategy-based instruction through flipped classroom: An investigation of writing performance, anxiety, and self-efficacy. Smart Learn. Environ. 10 , 48. https://doi.org/10.1186/s40561-023-00264-8 (2023).

Download references

This study was supported by Social Science Planning Research Project of Shandong Province (Grant No. 23CSDJ24).

Author information

Authors and affiliations.

Department of College English Teaching, Qufu Normal University, Qufu, 273165, Shandong, China

Cunying Fan & Juan Wang

You can also search for this author in PubMed   Google Scholar

Contributions

Cunying Fan conceptualised the study, analyzed the data, and wrote the main manuscript text. Juan Wang conceptualised the study, conducted the survey, and revised the manuscript. Both authors reviewed the manuscript.

Corresponding author

Correspondence to Cunying Fan .

Competing interests

The authors declare no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix 1: Brief introduction of FLTRP·ETIC Cup English Writing Contest

The FLTRP·ETIC Cup English Writing Contest, initiated in 2013, has become a significant event in the field of English language teaching in China. The contest’s rigorously organized and executed processes ensure objective and fair evaluation, affirming its standardization and effectiveness. The contest’s topics and evaluation criteria, designed by a team of professionals, aim to comprehensively assess students’ English writing skills. More information about the FLTRP·ETIC Cup English Writing Contest can be found at https://uchallenge.unipus.cn/ .

Appendix 2: Brief introduction of 2022 FLTRP·ETIC Cup English Writing Contest

The preliminary content of the 2022 FLTRP·ETIC Cup English Writing Contest requires writing one argumentative essay (about 500 words) and one explanatory essay (300–500 words), with a total writing time of 120 min and a full score of 100. The argumentative essay, titled Big Data and Freedom of Choice, guides participants to discuss whether massive information truly provides abundant choices for people’s lives. The expository essay requires participants to choose one of the twenty-four solar terms, introducing its name, meaning, related customs, and  so on.

Appendix 3: Scoring scheme of writing tasks

Argumentative writing.

Content/Ideas (40%)

Writing effectively addresses the topic and the task.

Writing presents an insightful position on the issue.

The position is strongly and substantially supported or argued.

Organization/Development (30%)

Writing is well-organized and well-developed, using appropriate rhetorical devices (e.g. exemplifications, classification, analysis, comparison/contrast, etc.) to support the thesis or to illustrate ideas.

Writing displays coherence, progression, consistency and unity.

Textual elements are well-connected through explicit logical and/or linguistic transitions.

Language (30%)

Spelling is accurate.

Writing displays consistent facility in use of language.

Writing demonstrates appropriate register, syntactic variety, and effective use of vocabulary.

Expository writing

Writing presents a clear thesis.

Writing maintains a formal style and an objective tone.

Writing is well-organized and well-developed, using appropriate development patterns (e.g., definition, illustration, casual analysis, process analysis, classification, comparison/contrast, etc.) to support the thesis or to illustrate ideas.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Fan, C., Wang, J. Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach. Sci Rep 14 , 11125 (2024). https://doi.org/10.1038/s41598-024-61537-x

Download citation

Received : 17 December 2023

Accepted : 07 May 2024

Published : 15 May 2024

DOI : https://doi.org/10.1038/s41598-024-61537-x

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Perceived writing difficulty

By submitting a comment you agree to abide by our Terms and Community Guidelines . If you find something abusive or that does not comply with our terms or guidelines please flag it as inappropriate.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

• Liberty University
• Jerry Falwell Library
• Special Collections
• < Previous

Home > ETD > Doctoral > 5585

Doctoral Dissertations and Projects

Representation matters: the importance of black, indigenous, and people of color (bipoc) students identifying with academic advisors.

Temeshia N. Lemons , Liberty University Follow

School of Education

Doctor of Philosophy

Breck Perry

academic advisors, BIPOC, college students, identifiable relationships, underdeveloped relationships

Disciplines

Educational Leadership | Higher Education

Recommended Citation

Lemons, Temeshia N., "Representation Matters: The Importance of Black, Indigenous, and People of Color (BIPOC) Students Identifying with Academic Advisors" (2024). Doctoral Dissertations and Projects . 5585. https://digitalcommons.liberty.edu/doctoral/5585

The purpose of this hermeneutic phenomenological study was to describe the underdeveloped identifiable relationships with assigned academic advisors for students who identify as Black, Indigenous, and People of Color (BIPOC) at a public higher education institution. The theory guiding this study was the relational cultural theory (RCT), as it assisted with understanding the importance of BIPOC students developing identifiable relationships with assigned academic advisors. This study's central research question asked, "What are the experiences of BIPOC students building positive relationships with assigned academic advisors?" A qualitative research design was chosen for this study to explore further the experiences shared among BIPOC undergraduate students who have underdeveloped identifiable relationships with assigned academic advisors. This phenomenological study occurred at a public higher education institution. The participants were enrolled at a public higher education institution and identified as BIPOC. I have selected individual interviews, focus groups, and protocol writing as the three data collection methods to connect to the purpose of my study and the central research question to attain triangulation. The collected data is analyzed using a hermeneutical framework. The thematic findings for this study were lack of relationships, positive advising experiences, motivation and encouragement, lack of empathy, creative problem-solving, the importance of culture focusing on a sense of comfort and relatability, race not being a primary factor with a focus on shared experiences, creating friendships, and frequent communication.

Included in

Educational Leadership Commons , Higher Education Commons

• Collections
• Faculty Expert Gallery
• Theses and Dissertations
• Conferences and Events
• Open Educational Resources (OER)
• Explore Disciplines

Advanced Search

• Notify me via email or RSS .

Faculty Authors

• Submit Research
• Expert Gallery Login

Student Authors

• Undergraduate Submissions
• Graduate Submissions
• Honors Submissions

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright