Let's drive!

Meeting our innate needs and self-motivation

Autonomy is the drive to have some measure of control over what we are doing – we can choose what to think and do.  The development and support of autonomy comes from an adult’s unconditional acceptance of a child – the child knows that they are valued and whatever they say or do they will not be abandoned (there may be consequences for poor behaviour, but the child does not necessarily feel any less valued when these are applied).  To quote philosopher and theologian, Paul Tillich “no self-acceptance is possible if one is not accepted in a person-to-person relation.”

Self-motivation is linked to autonomy – I choose to do my best without the need for anyone to supervise or push me to do so, but note that someone can be self-motivated but have no choice over what work they do, yet they will still do their best.

How does this come about?

Initially, self-motivation arises from an interest or enjoyment in doing the task in hand, or a desire not to disappoint or let someone down (this can be a family member or a teacher, for example) or a desire to meet a longer-term goal or commitment (such as developing as an athlete or a musician).

Framework for innate drives

Framework for innate drives

Over time, the sense of accomplishment that comes from meeting goals or not letting others down leads to self-motivation forming the heart of someone’s identity.  In this way, autonomy combined with connection (to meaning, to people) and competence (skills and knowledge to act successfully in the world) leads to the development of this identity.

Self-motivation is thus a consequence of our three internal drives – for connection, competence and autonomy – all being met.

In turn, self-motivation drives competence towards mastery, autonomy towards originality and connection towards reliability.

 I am offering a one-day workshop on 10th March - The Foundations of Collective Teacher Efficacy - based on my latest book Red Brain Blue Brain.  Registration is now open.  This is suitable for teaching staff at any level from the newly graduated to those in senior positions and is a good way for a school to get a taste of what is possible.    For more information and to register go here.

John Corrigan is an expert in helping individuals to bring their whole of mind to their daily life and increase their effectiveness and the effectiveness of those around them. This expertise scales from the individual to the team to the organisation. At the core of this work is the practice of encounter.  Earlier blogs can be found here.

  • To purchase a copy of Red Brain Blue Brain or Student Feedback go here

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