Select and train motivational mentors who regulate their own motivation and use autonomy-supportive behaviors¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends selecting experts who "demonstrate consistently strong motivation and the ability to effectively regulate their own motivational states", with domain expertise because motivation is context-dependent. Practical mentors include classroom teachers, school counselors, academic advisors, and high-achieving peer mentors, possibly via a collaborative team approach. Mentors should avoid controlling strategies and instead demonstrate autonomy-supportive behaviors such as offering choices within structure.

Design Implications¶

Context¶

Requirements¶

• Specialized training in modeling motivation, feedback, scaffolding, and fading support
• Capacity to articulate motivational processes and break strategies into learnable components

Constraints¶

• Many educators currently rely on controlling motivational strategies such as external rewards, punishment, and grade-based compliance, which the article says undermine intrinsic motivation

Target Learners¶

• Elementary through postsecondary students

Target Learning Goals¶

• Motivational self-regulation
• Autonomy-supportive mentoring relationships

Affordances¶

• Motivational Apprenticeship Framework

Claims¶

• External rewards can undermine intrinsic motivation for learners who are already motivated [~W]

Related Strategies¶

• Assess motivational development with multi-faceted, ongoing, longitudinal measures including scaffolding observation
• Don’t Jump Into "Fix It" Mode

Examples¶

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Key Sources¶

• Shan Li, Juan Zheng. (2026). Motivational Apprenticeship: An Apprenticeship Framework for Developing Students' Motivational Competencies. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10114-3