Over three decades ago, psychologist Edward L. Deci began studying human motivation.  Since then, his research and collaborations with fellow psychologist Richard M. Ryan, combined with the research of countless others, has given us a framework within which we can come to understand human motivation.  This framework, called Self-Determination Theory, developed out of the study of extrinsic (external) and intrinsic (internal) rewards, the two forces that motivate us.

So why, specifically, are we motivated to do something?  Self-Determination Theory attributes it to three psychological needs:  autonomy, competence, and relatedness.

* Autonomy refers to our need for free choice.

* Competence is our desire to master things that are interesting to us.

* Relatedness refers to our need to be connected to others.

Educators can use the ideas presented in Self-Determination Theory to work towards an environment conducive to promoting motivation in students.  When activities are relevant, meaningful, tailored to a student’s strengths, and allow for choice, self-motivation increases.  I’ve put together a table with some ideas for you to think about:

Our Family Math Night kits embody each one of these three psychological needs. Participants have the autonomy to choose which activities they are interested in and complete projects the way they want.  Because our activities are leveled, they can challenge themselves as they see fit building competence as they receive immediate feedback.   And, well, it’s hard not to have relatedness during a Family Math Night event as parents and children work together, chatting about the math they are doing in a fun, stress-free environment.