Research overwhelmingly supports the latter. Intrinsic motivation, the drive to do something for its own sake, is key to fostering a lifelong love of learning.

There are two main types of motivation:

Extrinsic Motivation

This type of motivation drives children to perform activities for a reward or to avoid punishment. Examples include stickers, medals, competition, fear of failure and money. These are often referred to as ‘carrots and sticks.’

Intrinsic Motivation

This type of motivation drives children to perform activities for their own sake or personal goals. Examples include enjoyment, curiosity, belonging and learning.

Children naturally do not need a reward for playing or doing things that are enjoyable because the activity is a reward in itself. In contrast, to get children to participate in less desirable activities, they are often offered extrinsic rewards. While these can get an immediate reaction, they also imply that the task is undesirable and thus needs compensation. We have all been there as parents: ‘If
you behave in the grocery store, I will buy you a treat on the way out.’ This may produce immediate results, making the shopping experience slightly less stressful. However, the invisible price we pay is that now every time we visit the grocery store, there is an expectation of a reward for good behaviour. What happens if that reward is removed? Rewards can quickly transform into bribes.

Although extrinsic motivators may appear successful in the short term, they can have long-term negative effects. In education, rewards can transform a once enjoyable activity into a chore, diminishing students' love of learning. Offering carrot-and-stick rewards sends the message that the activity is not worthwhile on its own, extinguishing intrinsic motivation. While extrinsic motivators can increase compliance, they also can decrease creativity and overall performance by narrowing students' focus. They can also increase competition between students and encourage them to cut corners or take shortcuts.

When it comes to behaviour, research shows that giving children stickers for good behaviour can actually have the opposite effect by reducing their ability to empathise and sympathise with others. Good behaviour can transform into a transaction focused on ‘what I get out of it’ rather than ‘what is best for others.’

How We Promote Intrinsic Motivation at Living Faith

We strive to cultivate intrinsic motivation in our students through several key strategies:

● Engaging, Challenging Tasks: We design tasks that are not only challenging but also have a clear purpose, helping students see the value in their efforts and find enjoyment in the learning process.
● Teaching Contemporary Competencies: We explicitly teach competencies such as adaptability, grit, reasoning, resilience and self-direction. These skills are essential for developing intrinsic motivation.
● Providing Autonomy: We partner with students to give them ownership and direction over their own learning, fostering a sense of control and personal investment in their education.
● Valuing Progress Over Achievement: We encourage students to see the value in their progress and growth rather than just focusing on final achievements. This helps them appreciate the learning journey itself.
● Instilling a Love of Lifelong Learning: We aim to instil a passion for lifelong learning, helping students see that learning is its own reward.

Extrinsic motivators can increase compliance and obedience, which may look great initially, but in the long term, will not help children choose these behaviours on their own in the absence of rewards. At Living Faith, we are committed to fostering intrinsic motivation rather than relying on extrinsic rewards. By engaging our students in rich, purposeful activities, providing a sense of autonomy, and allowing them to see their growth, we aim to cultivate lifelong learners who are motivated from within.

Bianca Ravi
Director of Learning