Helping Students Focus on Learning Instead of Grades

We can better support students by fostering their intrinsic motivation for learning and growth.

Most educators agree that grades aren't the most crucial aspect of learning. However, many parents and teachers emphasize grades, which sends students the message that assignments are only valuable for their grades. This constant pressure to perform for grades can cause anxiety, depression, demotivation, and frustration among adolescents.

The Problem with Focusing on Grades

From sixth grade onwards, students face immense pressure to get good grades, leading them to think in extrinsic terms - completing tasks for rewards or to avoid punishment. This focus on external regulation hampers performance, awareness, and well-being. Research suggests that tying tasks to rewards like grades undermines high-quality engagement in school.

Self-determination theory (SDT), developed by psychologists Ed Deci and Richard Ryan, highlights three basic human needs: autonomy, competence, and relatedness. Meeting these needs helps students find intrinsic motivation and personal investment in their goals.

Boosting Intrinsic Motivation

To help students focus on learning for its own sake, SDT psychologist Johnmarshall Reeve and colleagues offer these guidelines:

1. Take Students' Perspectives: Acknowledge and value students' concerns.

2. Invite Personal Interests: Create projects that align with students' natural curiosities.

3. Present Activities to Satisfy Needs: Use group work and feedback to support competence and autonomy.

4. Provide Rationales: Explain expectations logically and respectfully.

5. Accept Negative Feelings: Allow students to express frustration and provide a safe space for their emotions.

6. Use Invitational Language: Encourage participation without coercion.

7. Display Patience: Model resilience and self-compassion.

Implementing These Strategies

In my classroom, I experiment with these approaches, such as inviting students to share their reflections after journaling. This creates a culture of trust and support, fostering intrinsic motivation.

For more challenging tasks, allowing students to self-organize activities or take leadership roles can enhance their sense of responsibility and accountability. We can support students by providing positive feedback, opportunities for self-evaluation, and clear guidance without focusing on grades.

The Power of Project-Based Learning (PBL)

PBL, which addresses real-world problems and encourages creative choices, can shift the focus from grades to meaningful learning. Working in groups on projects helps students navigate communication challenges and develop long-term interests. Presenting their work to experts adds an extra incentive.

Competitions within PBL can motivate students, but emphasizing prizes may reinforce their dependence on rewards. Instead, showing students how we connect to our interests and values can inspire them to aim higher than just achieving A's.

By fostering intrinsic motivation and valuing students' autonomy, competence, and relatedness, we can create a more engaging and supportive learning environment.

Source: Greater Good, Berkeley