Motivation strategies for academically low-progress learners

Abstract

Low academic achievement can threaten educational and social equity. Using the lens of self-determination theory, we discuss how supportive learning environments that satisfy the needs for competence, relatedness, and autonomy can help low-progress learners enhance self-regulatory skills (i.e., metacognition) and become more fully immersed in the learning process. We identify ways in which teachers’ deficit thinking of low-progress learners can hamper the uptake of pedagogical approaches necessary to satisfy these needs. We close with recommendations for school and classroom practice that could satisfy students’ basic psychological needs and enable them to progress academically.