Motivation Is Speculation, Behavior Is Evidence

Key points

We can’t grade motivation, but we can evaluate the work that demonstrates learning.

Reinforcement, not speculation about motives, drives the actions that build competence.

Obsession with motivation fades when outcomes show students exactly how success is earned.

Faculty waste energy chasing motives when measurable skills reveal the real story.

In faculty conversations about teaching, student motivation comes up constantly: “This student is motivated,” “I hope they’re learning for the right reasons,” or “I want my students to be intrinsically driven, not just going through the motions.” But how would we know, anyway? The harder question is whether it makes any difference at all whether students complete a lab experiment, join a class discussion, or submit an essay because th