Feedback and Information Nurturing Competence, Not Control

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Within SDT, feedback is most effective when it is informational and supportive of competence, rather than controlling. Feedback that simply states a grade or points out errors without explanation can be perceived as controlling and undermine autonomy. Conversely, feedback that provides specific, actionable information about how to improve, and acknowledges effort and progress, reinforces a learner's sense of competence. It should be delivered in a way that helps learners understand the "why" behind the feedback and empowers them to take corrective action. When feedback is framed as a tool for growth and development, it fosters intrinsic motivation and a desire for continued learning, rather than just a means to satisfy external demands.

The Continuum of Motivation From Controlled to Autonomous
SDT proposes a continuum of whatsapp data motivation, ranging from purely controlled (e.g., external regulation, introjected regulation) to increasingly autonomous (e.g., identified regulation, integrated regulation, intrinsic motivation). The goal in educational settings is to help learners move along this continuum towards more autonomous forms of motivation. This involves gradually shifting the emphasis from external rewards and pressures to helping learners understand the personal value and relevance of what they are learning. By fostering autonomy, competence, and relatedness, educators can help learners internalize learning goals, leading to greater psychological well-being, sustained effort, and deeper engagement with academic tasks.

Cognitive Approaches to Learning Motivation
Expectancy-Value Theory The Role of Beliefs and Value in Effort
Expectancy-Value Theory posits that motivation to perform a task is determined by two main factors the individual's expectation of success (expectancy) and the value they place on the task (value). If learners believe they can succeed (high expectancy) and they perceive the task as important or interesting (high value), their motivation will be high. Conversely, if either factor is low, motivation will suffer. Educators can influence expectancy by providing appropriate scaffolding, clear instructions, and opportunities for success. They can boost value by highlighting the relevance of the material, connecting it to student interests, and making learning enjoyable. This theory underscores the importance of addressing both self-belief and perceived importance in fostering motivation.