Theory of Learning: Fostering Intrinsic Motivation and Inclusive Communities
Kelsy Lohr
College of Education, Michigan State University
CEP 800: Psychology of Learning in Schools and Other Settings
Dr. Brittany Dillman
December 16, 2024
As a middle school English Language Arts teacher, I am both privileged and burdened to witness the profound impact of education at a critical developmental stage. The developing friendships, awkwardness, mood swings, and self-consciousness are all hallmarks of adolescence. These tumultuous middle school years, a time of rapid change and self-discovery, have shaped my understanding of learning. While some learners flourish during this period, others struggle to navigate the complexities of adolescence. My experiences as an educator have reinforced the importance of inclusive learning environments where all learners feel valued and empowered. Inspired by bell hooks’ (1994) call for inclusive classrooms, I believe learning is driven by intrinsic motivation and is a social and cultural process shaped by interactions with others and our environment that occurs both formally and informally.
Intrinsic Motivation
Intrinsic motivation is central to learning. Intrinsic motivation is the natural inclination to engage in an activity for its own sake, without external rewards or pressures. Internal factors fuel persistence, such as curiosity, interest, and desire for mastery. While humans have an innate drive for learning and exploration, unsupportive environments can stifle this tendency (Ryan & Deci, 2000). I believe that learning occurs when we find ways to foster creativity and encourage problem-solving skills.
Social learning theories emphasize the learner’s role in their own learning process. Situated learning theory emphasizes the importance of social context and active participation in learning (Lave & Wenger, 1991). I draw from Lave and Wenger that learning is not merely acquiring knowledge. However, instead, it is the process of becoming a member of a community of practice, and learning is a holistic process involving a person’s entire being as they engage with others in specific social contexts. I believe that learners become skilled by participating in real-world activities, observing more experienced practitioners, and receiving feedback and support from others. The classroom is one community of practice where learners interact with their peers and teachers to develop skills and knowledge. By participating in authentic activities and receiving feedback from more experienced community members, learners are more likely to create a sense of competence and autonomy, which is critical in fostering intrinsic motivation. Collaborative learning opportunities such as those theorized by Lave and Wenger (1991) foster intrinsic motivation by allowing learners to collaborate, share ideas, and support one another. This collaborative learning not only enhances the learning experience but also promotes a sense of community and belonging, which are crucial for intrinsic motivation.
Self-reinforcement, which taps into intrinsic motivation and is the process of rewarding oneself for achieving goals, allows learners to actively participate in the learning community, take ownership of their learning, and develop a sense of agency. Self-reinforcement is a key component of self-regulation and involves rewarding oneself for achieving goals or performing desired behaviors (Bandura, 1970). I believe that we learn by observing the behaviors of others, including teachers and peers. If a learner sees another learner rewarding themselves for their efforts, the learner may be more likely to adopt similar strategies. External reinforcement is most powerful when it supports, rather than undermines, self-motivation (Bandura, 1970). I believe that when external rewards are aligned with internal goals and values, a learner can enhance their intrinsic motivation by reinforcing a sense of accomplishment.
Inclusive Communities
Learners need safe and supportive learning environments to cultivate intrinsic motivation. These environments should be free from judgment and encourage academic risktaking. Learners must feel comfortable sharing their ideas, asking questions, and making mistakes. I believe learning happens when educators can cultivate a sense of belonging and psychological safety by establishing a positive classroom climate. Inclusive classrooms should acknowledge and embrace diversity, encouraging learners to appreciate their unique identities.
Inclusive communities are developed through Culturally Relevant Pedagogy (Ladson-Billings, 1995), allowing learners to connect their cultural background to academic content. I believe incorporating culturally relevant materials and strategies is fundamental to improving a learner’s motivation. Culturally Relevant Pedagogy “helps students to accept and affirm their cultural identity while developing critical perspectives that challenge inequities that schools (and other institutions)” (p. 469). It is vital that learners feel a sense of belonging to a community. As advocated for by Ladson-Billings, Culturally Relevant Pedagogy not only addresses learners’ achievement but also helps learners develop critical perspectives and challenge inequities (1994). I believe that when learners feel valued, supported, and connected to their culture, they are more likely to be engaged and motivated.
Formal and Informal Learning
Learning happens regardless of our environment; learning occurs both formally and informally. Formal learning, typically associated with structured educational settings, involves some sort of defined setting, such as a classroom or online course with curriculum and assessments that often provide a foundation of knowledge and skills. Conversely, informal learning occurs outside traditional classrooms and offers opportunities for exploration, creativity, and real-world application. It is impossible to estimate how much we learn informally due to how embedded it is in our lives as everyday learning (Merriam & Bierema, 2014).
Technology has revolutionized the way we learn in incredible ways. It offers many resources, tools, and platforms to enhance formal and informal learning. In a formal learning setting, learners can participate in online communities by engaging in discussions, collaborating on projects, receiving feedback from peers and instructors, and drawing from social learning theories. Due to technology, we can learn quite tremendously beyond formal settings and in informal settings (Merriam & Bierema, 2014). Online communities, such as forums (e.g., Reddit) and social media platforms, allow learners to connect with individuals with similar interests and share knowledge. Gee and Hayes (2009) assert that affinity spaces – online communities in which learners can come together – are well-designed spaces that enable learners to explore their interests, ask questions, and receive feedback from peers and experts. By participating in these communities, learners can develop a deeper understanding of complex topics and gain valuable insights from others. I believe that by connecting with others with similar interests, learners feel a sense of belonging and purpose, enhancing intrinsic motivation to learn more.
Engaging in authentic activities, such as internships, volunteer work, and community projects, allows learners to apply their knowledge and skills to real-world problems. These experiences in situative perspective can also foster a sense of intrinsic motivation as learners see the direct impact of their learning. Vadeboncoeur (2006) supports my beliefs that learning is inherently social and meaningful. When learners are engaged in authentic activities, such as community projects, theater, computer games, or author’s workshops, they are more likely to be intrinsically motivated. Learning is multifaceted and not solely confined to traditional classroom settings. The various contexts through which we communicate, practice, and develop skills shape our understanding.
Conclusion
The critical role of intrinsic motivation and inclusive communities in learning cannot be overstated. In my middle school language arts classroom, I have worked to create an inclusive environment, rooted in Culturally Relevant Pedagogy, to allow my students to feel seen and heard in the texts that we read and the conversations that we have. I believe prioritizing a learner’s intrinsic motivation through curiosity, creativity, and collaboration creates an atmosphere that nurtures a sense of belonging and psychological safety. When learners and their unique identities are valued and supported in their communities, I believe they are more likely to engage deeply in the educational journey, leading to meaningful self-discovery and growth.
References
Bandura, A., & Walters, R. H. (1971). Social learning theory (Vol. 1). General Learning Press.
Gee, J. P., & Hayes, E. (2009). Public pedagogy through video games. Game Based Learning.
Gemini. (2024). Gemini (1.5 Flash) [Large language model].
Contribution from Google Gemini: Prompted Gemini to help develop outline in early stages of the planning process. Prompted Gemini to assess quality rough draft given report instructions and criteria. Prompted Gemini to help develop the title of the paper.
hooks, b. (1994). Teaching to transgress education as the practice of freedom. Routledge.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 32(3), 465-491.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice.Jossey-Bass.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Vadeboncoeur, J. A. (2006). Engaging young people: Learning in informal contexts. Research in Education, 30(1), 239-278.