Motivation factors for learning: children and young people in UK special schools

Thesis

The current study aimed to explore the motivational factors for learning among children and young people in UK special schools. Drawing on the self-determination theory and social-cognitive perspectives, the research explored factors in shaping students’ intrinsic and extrinsic motivation. A mixed-method approach was employed to gain a comprehensive understanding of multiple factors of student motivation. The quantitative component involved questionnaires to assess students’ preferences for intrinsic and extrinsic motivation on a larger scale. Whilst the 3 qualitative aspect comprised of student focus groups, to provide deeper insights into the context and strategies students preferred in school. The study split motivation types among two categories: intrinsic and extrinsic, along with investigating four independent variables: age, sex, type of educational need, and learner’s time at school. The quantitative finding suggested that there is a significant correlation among intrinsic and extrinsic motivation, along with a greater preference for extrinsic rewards. There were also differences in demographic factors which influence motivation: firstly, the type of learners educational need and the duration the student was enrolled in the school had significant influences on intrinsic motivation. Whilst, for extrinsic motivation, students’ age, sex and time at school were significant predictors of their preference. Regarding the qualitative results, it provided insights into the strategies used by teachers to pique students’ interest and engagement. The findings suggest that the special school environment may promote the use of extrinsic motivation strategies, such as rewards, praise, point-based systems to manage students' behaviour and engagement. Overall, students with SEND may demonstrate a stronger inclination towards extrinsic motivators, however, intrinsic motivation also plays a crucial role in their learning and engagement. The paper emphasises the need for a multifaceted approach to foster student motivation, which takes into account individual, school and environmental factors.

Authors: Bhavnani, D

• DOI: 10.5287/ora-mqm8ajv4p
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: CDE2024; motivation; disabilities (SEND) students; mixed-method- quantitative (questionnaire) research; CDE; qualitative (focus groups) research; special educational needs students
• Subjects: Children with disabilities; Education; Motivation in education; Qualitative research; Quantitative research