Habits and Motivation
Understand habit formation through the cue-routine-reward loop and how to design new habits intentionally; distinguish intrinsic motivation (doing something for its own value) from extrinsic motivation (rewards/punishments) and understand when each is more effective; understand procrastination as primarily an emotion regulation problem (avoiding discomfort) rather than a time management failure; apply self-determination theory (autonomy, competence, relatedness) to boost intrinsic motivation; design environments that reduce friction for desired behaviours
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“If your child keeps meaning to do something important but finds themselves putting it off, can they explain the real reason people procrastinate — it's not laziness — and describe one practical change they could make to their environment to make starting easier?”
Full guide and materials
- Activity. Understand habit formation through the cue-routine-reward loop and how to design new habits intentionally; distinguish intrinsic motivation (doing something for its own value) from extrinsic motivation (rewards/punishments) and understand when each is more effective; understand procrastination as primarily an emotion regulation problem (avoiding discomfort) rather than a time management failure; apply self-determination theory (autonomy, competence, relatedness) to boost intrinsic motivation; design environments that reduce friction for desired behaviours
What to notice. Parent observation showing what the learner can explain or do.
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If your child keeps meaning to do something important but finds themselves putting it off, can they explain the real reason people procrastinate — it's not laziness — and describe one practical change they could make to their environment to make starting easier?
Understand habit formation through the cue-routine-reward loop and how to design new habits intentionally; distinguish intrinsic motivation (doing something for its own value) from extrinsic motivation (rewards/punishments) and understand when each is more effective; understand procrastination as primarily an emotion regulation problem (avoiding discomfort) rather than a time management failure; apply self-determination theory (autonomy, competence, relatedness) to boost intrinsic motivation; design environments that reduce friction for desired behaviours
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“If your child keeps meaning to do something important but finds themselves putting it off, can they explain the real reason people procrastinate — it's not laziness — and describe one practical change they could make to their environment to make starting easier?”
Curriculum record
- Type
- Conceptual
- Subject
- Personal & Social Development
- Domain
- Self-Regulation & Resilience
- Age range
- Ages 12–13