In the field of education, having a class filled with autonomy and enthusiasm is almost every teacher's ideal.

We often use various methods to motivate students, such as handing out stickers, giving praise, or offering special rewards, in hopes of boosting their learning enthusiasm.

For older students, sometimes we even use "class participation points" to increase their engagement. However, these methods often provide only temporary effects. To truly motivate students, we must first understand why they lack motivation.

The Self-Determination Theory (SDT) in psychology provides a unique perspective. This theory, proposed by professors Deci and Ryan, explores the inner world of humans to identify what truly drives their motivation.

According to SDT, students' motivation comes from fulfilling three basic psychological needs: autonomy, competence, and relatedness.

Autonomy refers to the desire to control one's behavior; competence refers to the ability to perform tasks successfully; and relatedness refers to the desire to feel connected to others, being part of something larger than oneself.

Autonomy has a significant impact on students' motivation. Giving students the right to make choices and letting them participate in deciding the content of their learning helps enhance their enthusiasm.

For example, allowing students to choose their research topics or project content, instead of imposing a specific topic on them, can spark their interest throughout the learning process.

Teachers who support students' autonomy tend to foster intrinsic motivation, inspiring a desire for exploration. Studies also show that teachers who respect students' ideas and listen to their opinions are more likely to develop self-motivated students.

Additionally, teachers can improve autonomy by listening to students, giving them opportunities to speak, and encouraging them to express themselves.

Another important factor is students' competence. We are more likely to engage in activities we believe we can succeed at because the sense of accomplishment triggers the pleasure centers in our brains.

Therefore, designing tasks that match students' ability levels, rewarding them based on progress rather than performance, and focusing on students' mastery of skills can enhance their learning motivation.

For example, designing tasks with an optimal level of challenge for different students and encouraging them to set mastery goals rather than focusing on outperforming others will foster their competence.

Teachers can also create early opportunities for success, so students experience achievement early on, motivating them to tackle more challenging tasks later.

Relatedness is another key factor. It refers to the sense of connection and belonging. When students feel respected by their classmates and teachers, they are more likely to engage in classroom activities.

This is particularly true when the tasks themselves may not be inherently interesting, as relatedness can help students find motivation. Teachers can enhance relatedness by remembering students' names, showing enthusiasm and care, respecting their opinions, and creating opportunities for students to deepen their relationships with one another.

The interaction and emotional connection in the classroom not only create a warm learning environment but also motivate students to engage, as they feel connected to their peers and teachers.

In addition to these three psychological needs, students' perceived value of the learning content plays an important role in their motivation. When students see the relevance of what they are learning to real life or believe it will help them achieve their goals, they are more likely to participate.

As a teacher, you can guide students to think about the importance of the subject matter in the real world. For example, you might ask, "What impact would there be on life or the environment if we don't master this knowledge?"

Teachers can also use real-world examples or share personal stories to help students understand the practical application of the knowledge, or assign tasks that ask students to explore how the concepts learned in class relate to real-life situations.

To truly motivate students, teachers must focus on consistency in course design, ensuring that students' psychological needs are addressed in all aspects of the curriculum.

Simply emphasizing autonomy, competence, relatedness, and perceived value in certain parts of the class, while neglecting them in others, will not have the desired motivational effect.

By consistently reinforcing these factors throughout the course, teachers can create a stable and engaging learning environment. This not only helps students find intrinsic satisfaction and joy in their learning but also gives teachers a sense of fulfillment as they witness their students' growth.

Classroom enthusiasm does not rely solely on reward but on creating a learning environment that meets students' psychological needs.

By maintaining flexibility in lesson planning and adapting to students' various needs and characteristics, teachers can effectively motivate students to fully engage in learning, helping them become self-motivated learners.