I think, therefore IB

If you’ve ever wondered why some of your students seem effortlessly motivated while others struggle to engage, Deci and Ryan’s Self-Determination Theory (SDT) offers an explanation. SDT suggests people thrive when three basic needs are met: autonomy, competence, and relatedness.

Autonomy is the sense of control and choice students feel motivated when they believe their learning is self-directed, not imposed. This doesn’t mean removing structure; it means offering meaningful options, like letting students choose essay topics or topics for their Internal Assessments.

Competence is the need to feel capable and effective. In the IB context, this translates to students feeling that their effort leads to their progress. When tasks are scaffolded appropriately, i.e. challenging and achievable, learners are more likely to persist, master skills, and enjoy the process.

Relatedness is the social dimension: the need to feel connected to others. Supportive teacher–student relationships, collaborative activities, and a classroom climate of respect all feed this need. Students who feel valued and understood are far more likely to invest emotionally in their learning.

SDT also distinguishes between intrinsic motivation (doing something because it’s interesting or personally meaningful) and extrinsic motivation (doing it for rewards or to avoid punishment). The IB Diploma, with its emphasis on inquiry, reflection, and real-world relevance, is ideally suited to nurturing intrinsic motivation, but only if we design learning experiences that tap into those three needs.

For IB teachers, the message is clear: motivation isn’t something we give students; it’s something we help them build from within. When autonomy, competence, and relatedness are in balance, engagement deepens, learning becomes self-sustaining, and students start to take genuine ownership of their education.

In short, Self-Determination Theory reminds us that motivated learners aren’t just compliant: they’re connected, confident, and in control.

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