{"id":1338,"date":"2026-09-30T07:00:00","date_gmt":"2026-09-30T11:00:00","guid":{"rendered":"https:\/\/blogs.bsu.edu\/teaching-innovation\/?p=1338"},"modified":"2026-09-14T09:21:15","modified_gmt":"2026-09-14T13:21:15","slug":"challenges-learners-face-motivation-to-complete-schoolwork","status":"publish","type":"post","link":"https:\/\/blogs.bsu.edu\/teaching-innovation\/2026\/09\/30\/challenges-learners-face-motivation-to-complete-schoolwork\/","title":{"rendered":"Challenges Learners Face: Motivation to Complete Schoolwork\u00a0"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><em>By Leilani Mascio<\/em>&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Student exhaustion and mental health create a perfect storm, eroding a key ingredient for success: motivation. In our <a href=\"https:\/\/blogs.bsu.edu\/teaching-innovation\/2025\/09\/03\/the-persistence-of-top-challenges-from-the-student-satisfaction-survey\/\" target=\"_blank\" rel=\"noreferrer noopener\">deep dive into student challenges<\/a>, we examine why 71% of our students report in the <a href=\"https:\/\/bsu.instructure.com\/courses\/139106\/pages\/student-satisfaction-survey-resources\" target=\"_blank\" rel=\"noreferrer noopener\">2025 Student Satisfaction Survey<\/a> struggling to complete schoolwork. Their comments reveal this isn\u2019t about laziness: it\u2019s about systems, relevance, and energy. We share their voices and evidence-based strategies to help rebuild student engagement.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Unpacking the Student Motivation Gap&nbsp;<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">In this deep dive into the top five student challenges, we turn to a symptom of a strained system: the motivation to complete schoolwork. With an average of 71% of students reporting this challenge across the 2024-2025 academic year (73% in Fall 2024, 69% in Spring 2025), it\u2019s clear that a pervasive <em>motivation gap<\/em> exists.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This challenge cannot be siloed. It sits at the intersection of the issues <a href=\"https:\/\/blogs.bsu.edu\/teaching-innovation\/2025\/10\/01\/challenges-learners-face-exhaustion-and-fatigue\/\" target=\"_blank\" rel=\"noreferrer noopener\">we\u2019ve already explored<\/a>. The exhaustion from relentless schedules (77% of students) depletes the energy needed to begin tasks. The weight of mental health challenges (72.5% of students) can paralyze initiative. And the constant pressure of financial hardship (an upcoming blog post) can make academic work feel distant and abstract compared to immediate survival needs. Motivation is not a simple character trait; it\u2019s a finite resource heavily dependent on an ecosystem of student well-being.&nbsp;&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">What Does the Research Say About Motivation?&nbsp;<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Educational psychology distinguishes between two primary types of motivation, both threatened by the challenges students name:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Intrinsic Motivation: The drive to do something because it is inherently interesting, enjoyable, or aligned with personal values. This is the gold standard for deep, lasting engagement.&nbsp;<\/li>\n\n\n\n<li>Extrinsic Motivation: The drive to do something to earn a reward or avoid a punishment (e.g., grades, points, deadlines).&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">The research consensus, articulated by theorists like Edward Deci and Richard Ryan in <a href=\"https:\/\/selfdeterminationtheory.org\/SDT\/documents\/2000_RyanDeci_SDT.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">their self-determination theory<\/a>, is that intrinsic motivation is sustained by three core psychological needs: <strong>Autonomy<\/strong> (a sense of choice and control), <strong>Competence<\/strong> (feeling capable and effective), and <strong>Relatedness<\/strong> (feeling connected to others). When these needs are thwarted by overwhelming workloads, irrelevant tasks, or impersonal learning environments, intrinsic motivation plummets. Students are left relying on fragile, stress-inducing extrinsic motivators.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">What Do Learners Say About Their Motivation?&nbsp;<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The numbers frame the issue, but student voices reveal its texture. When asked to describe their challenge with motivation, their comments pointedly describe scenarios where the needs for autonomy, competence, and relatedness are systematically undermined. Their words cluster around three clear themes.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Theme 1:<\/strong> <strong>The <\/strong><strong><em>Why<\/em><\/strong><strong> Matters: Relevance vs. Busywork<\/strong>&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students are demotivated when they cannot see the purpose, relevance, or application of an assignment to their lives, majors, or future careers. Work perceived as <em>busywork<\/em> is a major motivation killer.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u201cSome of the schoolwork is literally just busywork and serves no purpose.\u201d&nbsp;<\/li>\n\n\n\n<li>\u201cI\u2019d prefer it if I could spend more of my time and energy genuinely learning from my classwork instead of trying to earn points.\u201d&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Theme 2:<\/strong> <strong>Overwhelm and the Cycle of Procrastination<\/strong>&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Motivation is the first casualty of exhaustion and anxiety. When workload feels insurmountable, or starting a complex task feels paralyzing, students describe a debilitating cycle of procrastination and shutdown.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u201cI get in really bad, tired moods where I feel stuck and unable to move or do anything productive\u2026 and it makes me even more depressed.\u201d&nbsp;<\/li>\n\n\n\n<li>\u201cI will simply write the most honest response\u2026 simple burnout from the amount of homework.\u201d&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Theme 3:<\/strong> <strong>Structural Disincentives: Feedback, Flexibility, and Faculty Engagement<\/strong>&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Motivation is eroded by course structures that make students feel anonymous, unsupported, or set up to fail. A lack of timely feedback, rigid policies, and disengaged instruction signal to students that their effort and growth don\u2019t matter.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u201cWhen the professors make you feel belittled for asking questions, it\u2019s hard to know what to ask.\u201d&nbsp;<\/li>\n\n\n\n<li>\u201cIt is difficult to feel motivated to complete coursework when assignments aren\u2019t graded in a timely manner.\u201d&nbsp;<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">How We Can Help: Building Courses That Motivate&nbsp;<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Instructors cannot manufacture student motivation, but we can design learning environments that cultivate it by supporting autonomy, competence, and relatedness. Here are research-aligned, tangible strategies.&nbsp;<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li><strong>Connect the Dots: Make Relevance Explicit (Theme 1)\u00a0<\/strong><\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Actions:<\/strong>&nbsp;&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>List and <a href=\"https:\/\/blogs.bsu.edu\/teaching-innovation\/2024\/09\/11\/destination-learning-objectives\/\" target=\"_blank\" rel=\"noreferrer noopener\">map learning objectives to corresponding assessments<\/a>. You don&#8217;t need to start from scratch: <a href=\"https:\/\/bsu.instructure.com\/courses\/139106\/pages\/canvas-course-template\" target=\"_blank\" rel=\"noreferrer noopener\">download a Canvas template<\/a> that organizes Canvas modules by objectives. Or begin each module or major assignment with a \u201cWhy This Matters\u201d statement.&nbsp;<\/li>\n\n\n\n<li><a href=\"https:\/\/blogs.bsu.edu\/teaching-innovation\/2025\/01\/15\/breaking-down-skills-to-scaffold-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Scaffold<\/a> and explicitly link the skills or knowledge to real-world applications, future courses, or professional tasks.&nbsp;&nbsp;<\/li>\n\n\n\n<li>Offer choice in topics, formats, or application cases where possible.&nbsp;&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Rationale &amp; Research:<\/strong> This directly builds intrinsic motivation by satisfying the need for autonomy (choice) and connecting to personal goals. Research shows that utility-value interventions (helping students see the usefulness of a task) significantly increase interest and effort (Hulleman &amp; Harackiewicz, 2009).&nbsp;&nbsp;<\/p>\n\n\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li><strong>\u201cChunk\u201d Tasks and Scaffold Success (Theme 2)<\/strong>\u00a0\u00a0<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action:<\/strong> Break large, daunting projects into smaller, sequenced \u201cchunks\u201d with separate, low-stakes deadlines. <a href=\"https:\/\/blogs.bsu.edu\/teaching-innovation\/2024\/02\/07\/dispel-hidden-curriculum-transparent-assignment-design\/\" target=\"_blank\" rel=\"noreferrer noopener\">Provide clear rubrics, templates, or annotated examples of successful work<\/a>.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Rationale &amp; Research:<\/strong> This combats overwhelm and builds competence. Scaffolding complex tasks reduces cognitive load and anxiety, making the starting point clear. Each small completion provides a \u201cwin,\u201d releasing dopamine and building momentum, a concept supported by behavioral science.&nbsp;<\/p>\n\n\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li><strong>Engineer \u201cQuick Wins\u201d and Foster Growth Mindsets (Themes 2 &amp; 3)\u00a0<\/strong><\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action:<\/strong> Design early, low-stakes assessments where most students can succeed with reasonable effort. Use feedback that focuses on effort, strategy, and improvement (\u201cYour thesis is getting sharper with each revision\u201d) rather than solely on fixed ability.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Rationale &amp; Research:<\/strong> Early success experiences build self-efficacy (competence). Feedback aligned with <a href=\"https:\/\/ctl.stanford.edu\/students\/growth-mindset\" target=\"_blank\" rel=\"noreferrer noopener\">Carol Dweck\u2019s growth mindset theory<\/a> motivates students by framing challenges as opportunities to learn, not as threats to their grades or intelligence.&nbsp;<\/p>\n\n\n\n<ol start=\"4\" class=\"wp-block-list\">\n<li><strong>Provide Predictable Feedback and Human Presence (Theme 3)\u00a0<\/strong><\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action:<\/strong> Set and keep a predictable schedule for returning graded work (e.g., within one week). In online courses, post weekly video or audio announcements. In all courses, be present in discussions and responsive to emails in a predictable timeframe.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Rationale &amp; Research:<\/strong> Timely feedback is essential for learning and demonstrates that student work is valued, fostering relatedness and competence. Instructor social presence (the degree to which an instructor is perceived as a \u201creal person\u201d) is one of the strongest predictors of student motivation and satisfaction in online environments (Garrison et al., 2000).&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Final Thoughts&nbsp;<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The student motivation gap is not a referendum on their character; it is often a feedback loop on their environment. When we, as instructors, intentionally design for relevance, manage cognitive load, and provide supportive feedback, we do more than improve assignment completion rates. We help rebuild the autonomy, competence, and relatedness that fuel the intrinsic drive to learn\u2014a drive that is essential not just for passing our class but for lifelong engagement in their fields.&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Leilani Mascio&nbsp; Student exhaustion and mental health create a perfect storm, eroding a key ingredient for success: motivation. In our deep dive into student challenges, we examine why 71% of our students report in the 2025 Student Satisfaction Survey struggling to complete schoolwork. Their comments reveal this isn\u2019t about laziness: it\u2019s about systems, relevance, [&hellip;]<\/p>\n","protected":false},"author":454,"featured_media":1340,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","_ppma_block_editor_authors":""},"categories":[8,34],"tags":[40,6,10],"ppma_author":[111],"class_list":["post-1338","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogy-and-andragogy","category-reflective-practice","tag-community","tag-course-design","tag-learner-experience"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Challenges Learners Face: Motivation to Complete Schoolwork\u00a0 - 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As Administrator for State Authorization, Leilani guides compliance for online programs, handles market research, assists with the Teaching Innovation Blog, and manages the U.S. News Report data collection for online programs. She is also an adjunct instructor of sociology at Ball State University and Ivy Tech College, and she brings a critical lens to teaching and student engagement. Her work\u2014whether analyzing student experiences, contributing to institutional research, or advocating for equitable education\u2014centers on amplifying voices through qualitative inquiry. Leilani started her career with Ball State in 2013 as the receptionist of the Career Center and she moved to the Division of Online and Strategic Learning in 2016. She earned her bachelors of science in both Sociology and Women &amp; Gender Studies with a minor in Psychology of Human Development and graduated summa cum laude. She continued on to pursue her masters in sociology and also earned a graduate certificate in university and college teaching. Most recently she earned a graduate certificate in community college leadership. She is a member of Alpha Kappa Delta, the sociological honors society, and she has presented her research at various conferences throughout the Midwest. Passionate about higher education\u2019s transformative power, she is also pursuing her EdD to further explore the intersections of policy, pedagogy, and student success. 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