Why should we be interested in motivation?

Academic motivation plays a central role throughout a child’s education, from preschool to secondary school. It influences engagement, effort, perseverance, and ultimately, academic success.

Contrary to popular belief, motivation is neither constant nor fixed. It evolves with age, experiences, successes, difficulties, and the relationships a child has with adults and peers. It is therefore normal for a young person to experience periods of fluctuation in motivation, and demotivation is a part of a child’s development. It can appear at different times and for different reasons, and it becomes a concern when it persists over time.

From this perspective, the role of parents is not to “create” motivation, but to contribute to an environment that supports and gradually develops it.

The essential ingredients of motivation

Studies and research in education show that certain factors play a constant role in children’s motivation, regardless of their age. These elements are established from a young age and continue to evolve throughout their schooling.

The feeling of competence

A child is more motivated when they believe they are capable of succeeding. This feeling develops very early, particularly in preschool and primary school, through early school experiences.

At the beginning of the journey, it relies heavily on the gaze of adults and small daily successes. Later, it is built upon results, efforts made, and strategies used.

When a child experiences repeated failures or perceives themselves as incapable, their motivation decreases. Conversely, gradual successes and appropriate feedback boost their confidence.

The value given to what we learn

For a child to become engaged, they must perceive that what they are doing has meaning. This perception evolves with age.

In preschool and primary school, meaning is often derived from enjoyment, curiosity, and a connection to concrete experiences. As children grow, they become more aware of the usefulness of learning and its connection to their personal goals.

If a child does not see why they are learning, motivation decreases, regardless of their age.

The perception of control

The child needs to feel that they can influence what happens to them. This feeling begins to develop early, when they understand that their actions have effects.

Over time, this perception becomes more complex. The child learns to make connections between their efforts, strategies, and results. If they come to believe that their results do not depend on them, their motivation is likely to decrease.

Autonomy

Autonomy is built gradually. In younger children, it manifests itself through small choices and active participation. Over time, it expands to include work organization, time management, and learning methods.

A child who feels involved in their learning is generally more motivated. Conversely, an overly controlling environment can hinder their engagement.

The feeling of belonging

Feeling accepted and supported is essential at any age. From preschool onwards, relationships with adults and other children influence one’s relationship with school.

In primary and secondary school, this sense of belonging becomes even more important. Relationships with peers, in particular, can either support or undermine motivation.

The interest and pleasure of learning

The joy of learning is often very present at the beginning of schooling. However, it can diminish if experiences become repetitive, difficult, or disconnected from the child’s interests.

Interest can be sparked and maintained. It develops particularly when learning is linked to the child’s experiences and when they can explore their interests.

Intervening on a daily basis

In everyday life, motivation rarely comes from major interventions, but rather from an accumulation of small gestures, reactions, and ways of supporting the child. It is often these simple adjustments, repeated over time, that make the difference.

When a child says that what they are doing “is pointless,” it’s useless to immediately respond with an ultimatum or an obligation. Taking the time to explore the meaning of the activity with them helps to reconnect school with reality. This can be done through open-ended questions, concrete examples, or links to their interests. The goal is not to convince them at all costs, but to help the child develop their own understanding of the meaning of what they are doing.

When a child doubts their abilities, it’s important to avoid vague or automatic reassurances. Simply saying “you can do it” often has little effect if the child doesn’t believe it. It’s more helpful to use concrete examples: recalling a past success, identifying what went well, or suggesting a slightly easier task to recreate a successful experience. Motivation is often built on small victories.

In situations where a task seems too daunting or discouraging, the way it’s presented can transform the experience. Breaking a task down into smaller steps reduces the feeling of being overwhelmed and makes the effort more manageable. It also helps the child better understand their progress, which supports their sense of competence.

Boredom, often interpreted as a lack of motivation, also deserves to be taken seriously. It can reveal a mismatch between the task and the child’s level, or even a lack of meaning. In these cases, it can be helpful to vary the approach, to connect learning more closely to the child’s experiences, or to allow them to approach the task differently. Sometimes, a simple change of context or method can reignite interest.

When a child’s motivation is primarily driven by reward or fear of consequences, it’s helpful to gradually shift the focus to other elements. Rather than centering discussions on the final result or what will be achieved, it’s better to highlight the strategies used, the effort invested, and the progress made. This transition doesn’t happen overnight, but it helps develop more lasting motivation.

Daily life is also made up of informal moments, which can become opportunities to boost motivation. Talking about school beyond just homework and grades helps maintain a positive connection. Showing interest in what the child enjoys, what they find difficult, or what makes them proud helps strengthen their engagement. These exchanges, even brief ones, contribute to building a sense of belonging and recognition.

It is also important to adjust the level of support provided. Too much control can hinder autonomy, while withdrawing too quickly can leave the child disoriented. Finding a balance between guidance and freedom allows the child to gradually develop their ability to organize themselves, make choices, and take ownership of their learning.

Finally, when demotivation persists or worsens, it is essential not to face the situation alone. Dialogue with the school often allows for a better understanding of the child’s experience and for adjustments to be made to the interventions. In some cases, additional support may be necessary to prevent disengagement from becoming entrenched.

Intervening on a daily basis does not mean solving everything immediately. Rather, it is about supporting the child over time, taking into account their pace, their needs, and the different stages of their development.