Conferences and Public Lectures

Motivating Students to Learn

14 April 2021

Professor John Wang, a leader of the Motivation in Educational Research Laboratory, National Institute of Education (Singapore) presented at a webinar organised by the Academy of Singapore Teachers. In this webinar attended by about 1000 pre-service and in-service teachers across Singapore, Professor Wang addressed a pertinent question on motivating students to learn.The webinar, presentation slides, and video clips for the Q&A's are available from the hyperlink above.

Building Autonomous Learners: Perspectives from Self-determination Theory

12 November 2018

The Educational Research Association of Singapore (ERAS) - Asia-Pacific Educational Research Association (APERA) International Conference 2018 explored the theme, ‘Joy of Learning in a Complex World’ as well as other educational issues of concern in the 21st century. It was attended by more than 300 delegates from 22 other countries excluding Singapore. The conference contributed to the promotion of educational research, policymaking and educational practices which benefits our next generation in the new century. The keynote lecture was delivered by Prof John Wang and the presentation slides are available from the hyperlink above.

The Nature of Intrinsic Motivation and How to Support It

11 October 2017

Professor Johnmarshall Reeve from Korea University came to Singapore to share with our practitioners in the National Institute of Education on the topic of intrinsic motivation, and supporting intrinsically motivated students in the classroom. The slides from his presentation can be found at the above hyperlink.

Understanding Motivation in the classroom: Evidence and Practices

01 June 2017

At the Redesigning Pedagogy Conference 2017 held in Nanyang Technological University, practitioners, researchers, educational leaders and policymakers came together to share international leading-edge research and best practices across schools and cultures. In the symposium session on cognition, motivation and learning, speakers shared insights and practical strategies on enhancing student motivation in the classroom. Two of our members of MERL were among the speakers.

Enhancing Motivation in Education: Creating an environment whereby learners can motivate themselves

31 January 2015

In this joint research seminar between MERL and MENDAKI, motivation in students is explained with the Self-Determination Theory as a basis. How can our knowledge of the theory be applied to help students be self-driven in their classrooms? What can teachers do in class to create a learning environment that encourages student motivation? Professor John Wang and Dr. Betsy Ng give insights based on findings in the field of motivational research.

Motivating the Academically Unmotivated: Training workshop for teachers

18 November 2014

What are the psychological antecedents behind students' disinterest in Mathematics classes? How can teachers posiively influence their students' motivations? Grounded in the Self-Determination Theory, Achievement Goal Theory, and Implicit Theories of Intelligence, this workshop shares the findings from our research project on motivating the academically unmotivated and serves to guide educators and policymakers. You may download the handout on the motivational theories here.

Asian Conference for Physical Education and Sports Sciences 2014

7 - 9 July 2014

The ACPESS brings together researchers and practitioners in the health, exercise, and sports domains, for a look at the most recent research on physical education and sports sciences in Asia, encompassing motivational factors.

7th SELF Biennal International Conference and ERAS Conference 2013

9 - 11 September 2013

Jointly organised by the Educational Research Association of Singapore (ERAS), and the International SELF Research Centre, this conference - held in Asia for the first time - is part of a continuing series of meetings that have gained greater visibility in the field of SELF research. It has been held in countries such as Australia, Germany, US, UAE and Canada.
Researchers worldwide will congregate to discuss important issues on self-concept, motivation and identity, to learn and develop new ideas and bring about quality in educational research, policy and practice. The topic is "Self-concept, Motivation and Identity: Underpinning Success with Research and Practice".

Students' Well-Being and Academic Motivation: Roles of Parents and Teachers

27 March 2012

Professor Richard Ryan and Professor Martin Hagger address the issues of parental and teachers’ influence on students’ self-motivation and well-being in this seminar.

Engaged Origins in the Classroom

15 February 2011

Professor Johnmarshall Reeve and Professor Hyungshim Jang introduce motivational concepts pertaining to teachers, and provide training for autonomy-supportive instructional styles in class.

Meeting the Challenges of the 21st Century: Implications for Teacher Education and Development

22 January 2010

The International Alliance of Leading Education Institutes reported in 2008 that teachers are required “to engage with the moral and social purposes of schooling…to value and sustain the intellect, to work collaboratively with other stakeholders in education, to be responsible and accountable and to be committed to lifelong learning and reflexivity.” This round table discussion focuses on the key thrusts in teacher education from Initial Teacher Preparation to Teacher Professional Development that nurtures the 21st century teachers.


Professor Edward L. Deci, Professor of Psychology and Gowen Professor in the Social Sciences at the University of Rochester.
Professor Richard M. Ryan, Professor of Psychology, Psychiatry & Education at the University of Rochester.
Professor Lee Sing Kong, Director of National Institute of Education (NIE).
Professor Paul Teng, Dean of Graduate Programmes of NIE.
Ms. Sum Chee Wah, Director of Educational Programmes, MOE.

Professor Tan Oon Seng, Dean of Foundation Programmes, NIE

Organised by:
Strategic Planning & Corporate Services, NIE

Motivating the Gifted Learner: Classroom Practices Associated with Student Motivation, Performance, and Wellness

21 January 2010

Although students identified as gifted have high abilities, they vary considerably in their motivation and willingness to apply their skills. A primary issue for teachers is thus how to best facilitate and maintain their students’ motivation and interest. Professors Deci and Ryan address the critical aspects of teaching styles that are associated with enhanced student engagement and performance. They address how teachers’ classroom and instructional practices can affect students’ feelings of autonomy, competence, and relatedness in the classroom, and thereby enhance intrinsic motivation and internalization of values for school. They also address many of the specific issues facing gifted students from parental pressure to testing and assessment. The barriers to teachers' abilities in supporting students’ psychological needs, and the institutional supports needed for developing high quality learning environments are discussed as well. Jointly organised by MERL and the Gifted Education Branch, MOE.

Nurturing the Active Learners and the Effects of Assessment on Learning

19 January 2010

Session 1: Effects of External Factors on Motivation and their Implications for Education and Testing

Presented by Professor Edward Deci
Research focused on how to maintain and enhance intrinsic motivation is reviewed. The effects of educational tests on student motivation is specifically addressed - tests can serve an important informational function, but they may also serve a controlling function. Depending on which is more salient, the tests will either promote or impair high quality learning.

Session 2: Nurturing the Active Learner: Classroom Practices Associated with Student Motivation, Well-being and Performances

Presented by Professor Richard Ryan
The impact of teaching styles on student engagement and performance is discussed. Professor Ryan addresses how teachers’ support for students’ feelings of autonomy, competence and relatedness in the classroom can enhance intrinsic motivation and internalization of values for school. This result has been found across developmental levels and cultural contexts. More importantly, he will discuss the barriers to teachers’ ability to support students’ psychological needs, and the institutional supports needed by teachers to develop high quality learning environments.

Jointly organised by MERL, Asia-Pacific Educational Research Associations, and Graduate Programmes and Research Office.