Motivational Strategies for Engagement

Welcome to Module 4 of the JustHer! online/blended course, "Motivational Strategies for Engagement". This module is dedicated for helping adult educators to create inclusive spaces where women feel valued and capable and will present culturally responsive and motivational approaches to help break down barriers to learning and open paths to opportunity. Our primary goal is to equip educators with practical techniques to inspire growth, build trust, and support long-term integration. Motivational strategies provide tools to spark confidence, resilience, and active participation in learning. We will pay attention to teach educators to identify what personally motivates adult learners (family, independence, employment) versus external motivators (certificates, praise), and how to balance both. Adult educators must be equipped with both the knowledge and practical skills to apply effective motivational strategies when working with migrant and refugee women. This group often faces complex barriers to participation, including cultural differences, trauma, language challenges, and a lack of confidence. Educators who understand how to foster trust, encourage engagement, and create inclusive, supportive learning environments play a critical role in empowering these women to overcome obstacles and actively participate in their own development. Being prepared in this area is not only essential for learner success --- it is a professional responsibility that promotes equity, dignity, and long-term integration.

Subtopic 1: Techniques for maintaining learner motivation

Motivation doesn't end at the start of a learning journey --- it must be nurtured throughout. This subtopic focuses on practical, evidence-based techniques that help educators sustain interest, confidence, and engagement over time. Especially when working with migrant and refugee women, ongoing motivation can be challenged by life pressures, emotional strain, or unfamiliar environments. By learning how to recognize early signs of disengagement and apply targeted strategies --- such as goal-setting, feedback, peer support, and culturally relevant activities --- educators can create resilient, empowering learning spaces. This section ensures that motivation isn't just sparked, but sustained --- helping learners stay committed and reach their full potential. We will present how to use in practice one of the famous scientific models, namely the Self-Determination Theory of Desi and Ryan.This section will feature adapted techniques based on Vroom's expectancy theory. We will also include some interesting practices based on Bandura's self-efficacy theory.

Subtopic 2: Addressing resistance and dropout prevention

One of the main reasons why training is not effective is that the trainer's attitude towards the trainees is not appropriate. When conducting training for adult learners, especially migrant women, the specificities of these groups must be taken into account and the risks of dropout must be well understood. This subtopic explores the psychological factors behind resistance, followed by strategies and techniques to encourage persistence. We will also consider the negative consequences of dropout. Dropping out of educational, language, or integration programs can have serious long-term consequences for migrant women. For many, these programs are a key gateway to independence, well-being, and inclusion in their new country.

Module Evaluation and Reflection:

To assess your comprehension of the module's content, each subtopic includes evaluation questions. These questions are designed to help you solidify your understanding of the key concepts presented. Additionally, you will find "Food for Thought" questions at the end of the module, encouraging deeper reflection on the topics covered and their application in your own educational practice.

Upon completing this module, you will be able to:

• Identify, apply, and adapt evidence-based motivational strategies (including Self-Determination Theory, Vroom's Expectancy Theory, and Bandura's Self-Efficacy Theory) to sustain engagement and confidence among migrant and refugee women throughout their learning journey.
• Recognise early signs of disengagement and implement culturally sensitive interventions to maintain learner commitment.
• Аdapt teaching materials with a focus on the specificities of migrant women
• Understand the different factors for learning resistance
• Analyse the psychological roots of learner resistance and design practical, compassionate strategies to reduce dropout risks in programs for migrant women.
• Understand the long-term impact of dropout and learn how to create flexible learning environments that promote persistence and emotional safety.

Self-Determination Theory

This theory, developed by psychologists Edward Desi and Richard Ryan, is a theory about what motivates people to learn and grow. It says that for people to stay motivated, especially over time, they need to feel three basic things:

Autonomy. This translated into the learner's language means "I have choice and control". Learners are more engaged when they can make decisions about their learning.

Competence. This translated into the learner's language means "I can do this". Learners stay motivated when they feel capable and see their progress.

Relatedness. This translated into the learner's language means "I belong here". Learners thrive when they feel connected, supported, and respected.

The findings of Cognitive Evaluation Theory have applications in various fields, especially in education and personal development. Educators can encourage students' intrinsic motivation by creating a learning environment that supports autonomy and by providing feedback that emphasizes competence and progress, rather than control and comparison with others. People can pursue their goals in ways that align with their inherent interests and values. This approach promotes long-term motivation and an overall sense of well-being.When educators create a learning environment that supports these three needs, learners --- including migrant and refugee women --- are more likely to feel confident, stay engaged, and succeed. Implementing Techniques for Maintaining Learner Motivation through the lens of Desi and Ryan's Self-Determination Theory (SDT) means designing strategies and classroom practices that support the three core psychological needs.

Autonomy

Main goal: Help migrant women feel that they have control, freedom, and ownership in their learning.

Implementation Ideas:

• Choice in Learning Activities: Offer different task options ( write a short story OR record a voice message) and let learners choose based on comfort or interest
• Use personal goal-setting sheets or small group coaching to help learners define what success means for them.
• Cultural storytelling assignments: Allow learners to share their own traditions, recipes, or stories as learning materials.
• Encourage learners to suggest topics or skills they want to explore during the course.

Competence

Main goal: Help migrant women feel effective, capable, and successful.

Implementation Ideas:

• Small, achievable tasks: Break tasks into steps. Let them succeed early and often to build confidence.
• Feedback that empowers: Always focus on progress, not just correctness. Example: "You used that sentence very properly --- well done"!
• Visual progress charts: Show learners how much they've completed. This makes growth visible and motivating.
• Real-life practice: Use language and skills directly linked to their daily life (e.g., making appointments, job interviews, using transport).

Relatedness

Мain goal: Help migrant women feel safe, valued, and connected to others.

Implementation Ideas:

• Peer support activities: Pair learners for shared tasks or "learning buddies" to reduce isolation.
• Welcome circles: Begin each session with a short check-in, giving space for greetings and emotional connection.
• Inclusive environment rules: Co-create class agreements that ensure respect, kindness, and no judgment.
• Cultural sharing days: Let learners present something from their culture --- a word, dress, song --- to promote pride and mutual appreciation.

Build all of these actions into a routine

Creating a routine that hits all three SDT needs can keep motivation high

• Start class with a check-in (Relatedness)
• Let learners choose an activity or topic focus (Autonomy)
• Break the activity into small parts, with lots of support and feedback (Competence)
• End by reflecting on "What I'm proud of today" (All three needs combined)

Techniques for Maintaining Learner Motivation Based on Self Determination Theory in practice

Vroom's Expectancy Theory

Developed by Victor Vroom, this theory explains why people are motivated to act --- especially in learning and working environments. It's based on a simple idea that people will be motivated to do something if they believe it will lead to a valuable result. The theory includes three key elements:

Expectancy -- "Can I do it?"

Learners ask themselves: "If I try, will I succeed?" If they believe they have the skills, support, and resources to succeed, motivation increases. Educator's role: Build confidence through clear instructions, support, and small achievable steps.

Instrumentality -- "What will happen if I succeed?"

Learners ask themselves: "Will success lead to a reward or outcome I care about?" If learners believe that their effort will lead to meaningful results, they are more likely to stay engaged. Educator's role: Make outcomes clear (e.g., job readiness, certificates, personal growth), and show how effort leads to real progress.

Valence -- "Do I care about the outcome?"

Learners ask: "Is the reward or goal important to me? "If the goal matters to them personally (finding work, supporting their family, self-confidence), they will be more motivated. Educator's role: Connect learning to learners' personal goals, values, and real-life needs --- especially important for migrant and refugee women.

Example: A migrant woman is learning English. She believes she can learn basic phrases (expectancy), She trusts that learning will help her get a job (instrumentality) and she values getting a job to support her family (valence). She will likely stay motivated.

Applying Vroom's Expectancy Theory: Practical Examples for Educators

Figure 1: Studying woman (Pixabay)

Bandura's self-efficacy theory

Self-efficacy refers to a person's belief in their ability to succeed in specific situations or accomplish a task. This concept was introduced by Albert Bandura, a Canadian-American psychologist, and it's a core part of his Social Cognitive Theory. Self-efficacy is the belief "I can do this!" --- the confidence in one's ability to organize and carry out the necessary actions to manage prospective situations. Bandura identified four main ways people develop self-efficacy:

Mastery Experiences: Successfully completing a task boosts confidence. Failure, especially early on, can lower it.

Vicarious Experiences: Seeing others (especially similar others) succeed through effort can strengthen beliefs in one's own abilities.

Verbal Persuasion: Being encouraged and supported by others ("You can do this!") helps build belief in oneself.

Physiological and Emotional States: Stress, anxiety, or fatigue can reduce self-efficacy. Positive mood and calmness can enhance it.

In brief, people with high self-efficacy are more likely to take on challenges, persist in the face of difficulty, and recover from setbacks. Those with low self-efficacy may avoid difficult tasks, give up quickly, and feel less in control of their future.

This theory is especially relevant for migrant women, who may face multiple barriers (language, employment, discrimination, loneliness) that can lower their confidence. Strengthening self-efficacy can empower them to take active steps toward personal, social, and professional goals.

Advice for educators to implement this theory into good practice

For the first point-mastery experience we need to help migrant women succeed in small, achievable steps so they build belief in their abilities. Skill-building workshops like language, digital skills, job-seeking, parenting in a new culture, etc. will be useful. Project-based learning: migrant women work on a meaningful mini-project (organizing a community event or starting a game party, culinary afternoon etc) and complete it successfully. Educators always highlight and celebrate achievements, no matter how small (first job interview, first email written in local language, etc.).

For the second point -vicarious experiences it will be useful educator's to show role models or peers who have overcome similar struggles. It can be realized by storytelling circles or peer sharing groups where women share personal stories of struggle and success --- in a safe, facilitated group. Guest speakers are a good options, because inviting migrant women who have achieved stability, job, education, or social integration will easily inspire others. This can be achieved through video testimonials too. Short videos of success stories from women аre often encouraging, stimulating and positive.

For the third point- verbal persuasion the trainer can offer consistent encouragement, positive feedback, and constructive support by pairing newly arrived migrant women with slightly more experienced ones or local women who can support them emotionally and practically. Creating affirmation cards with positive phrases to keep or share will be useful too.

The fourth point related to management of emotions and physiology aims to help women reduce anxiety, increase emotional regulation, and feel safer. This can be achieved through meditation sessions or art lessons/therapy.

Migrant women often face unique layers of vulnerability --- including cultural displacement, language barriers, trauma, social isolation, and gender-specific challenges. These realities demand teaching and support methods that are not one-size-fits-all but are flexible, sensitive, and empowering. By using some techniques for maintaining learner motivation, the educators are able to help migrant women to acknowledge personal experiences as valuable resources, not obstacles.

The goal of almost every technique is to stimulate active participation, rather than passive learning. Trainers should also foster a sense of community and belonging, which is vital for emotional recovery and motivation.

Resistance to learning is a well-documented phenomenon in educational psychology, and there are a variety of psychological, emotional, and social reasons why learners may resist education. One reason is that learners may resist learning when they believe they are not capable of success. As Bandura (1997) emphasized, individuals with low self-efficacy---belief in their own ability---often avoid challenging tasks, including learning. According to Dweck (2006), learners with a fixed mindset believe their abilities are static and may resist learning to avoid proving they are "not smart."

Mezirow (1991), in his transformative learning theory, indicated that learning which forces a change in perspective can be threatening and provoke resistance. Vygotsky (1978) emphasized the role of social interaction and environment in learning---negative environments can lead to learned helplessness. Learners may also resist when they do not see the personal relevance or value in the content. Dewey (1938) argued that learning must be connected to real-life experiences to be meaningful and engaging.

Brehm (1966), through reactance theory, explained that people resist being told what to do when they feel their freedom is restricted---especially in rigid or authoritarian learning environments. On the other hand, overwhelming learners with too much information or pressure can also lead to withdrawal. According to Sweller (1988), if working memory is overloaded, learners may disengage.

By following these theories, we give 7 basic steps for educators to implement theory to practice and to avoid resistance to learning.

1. Build psychological safety and trust

• Start with relationship-building. Spend time creating a safe, non-judgmental atmosphere where migrant women feel respected and heard.
• Use culturally sensitive materials and examples to reflect learners' backgrounds and values.
• Invite learners to share their experiences and knowledge, positioning them as contributors, not just receivers.

2. Strengthen self-efficacy

• Offer frequent positive feedback that focuses on effort and progress ("You worked hard on this" vs. "You're so smart").
• Use scaffolding: break learning into small, manageable steps to build confidence.
• Celebrate small successes to reinforce the learner's sense of competence and growth.

3. Support identity and empowerment

• Acknowledge and validate the learners' identities. For migrant women, education may challenge traditional roles---support them through this.
• Offer choices in tasks and topics to give learners a sense of agency.
• Avoid deficit language ("non-native" or "illiterate"); instead use affirming language like "emerging bilingual" or "learning academic literacy."

4. Make learning relevant and goal-oriented

• Connect lessons to real-life needs (healthcare access, job skills, parenting).
• Involve learners in goal-setting so they feel ownership over their learning journey.
• Use project-based learning that connects with personal or community concerns.

5. Minimize cognitive load and anxiety

• Avoid overwhelming learners with too much information at once; keep instructions clear and focused.
• Use visual supports, repetition, and hands-on activities to reinforce concepts.
• Normalize mistakes as part of the learning process, and explicitly teach anxiety-management techniques (breathing exercises).

6. Preserve autonomy and avoid reactance

• Frame learning as a choice, not an obligation. Empower learners to set their own pace and preferences.
• Avoid controlling language ("you must," "you have to")---instead use invitations ("you might try...").
• Allow room for critical discussions where learners can question norms, including those in the host culture.

7. Address past trauma and educational shame

• Be aware that some learners may carry trauma from war, displacement, or educational neglect.
• Avoid putting learners on the spot (reading aloud unexpectedly).
• Provide private, non-threatening options for participation (writing before speaking).

Brief explanation why education is more difficult and different for migrant women for deep understanding of their educational needs

Migrant women often face "double disadvantage" due to being both migrants and female. UNESCO (2019) and OECD (2021) reports show that migrant women have lower access to lifelong learning and language education compared to migrant men.

Elisabeth Eide & Anne Hege Simonsen write about how migrant women face systemic cultural and institutional barriers that create exclusion from formal learning systems.

Migration often involves a shift in identity, especially for women used to traditional caregiving or domestic roles.

Jack Mezirow's Transformative Learning Theory applies that education may challenge their social roles and self-perception.

Studies (Eastmond, 2007) show that women feel "torn" between old and new cultural expectations.

Many migrant women have experienced educational disruption, limited formal schooling, or were discouraged from education in their home countries.

Research from Schwarzer & Jerusalem (1995) highlights lower self-efficacy among women from traditional cultures when adjusting to new learning environments.

They may internalize a belief that they are "not capable" of learning, especially in a second language.

Many migrant women are refugees or asylum seekers, having fled conflict, violence, or persecution.

Post-traumatic stress, anxiety, or depression is common, which affects memory, focus, and motivation (see Berman et al., 2010, on trauma-sensitive education).

Mental health stigma can prevent them from seeking help.

Horwitz et al. (1986) introduced the concept of language learning anxiety, especially common among adult second-language learners.

Migrant women may fear embarrassment or ridicule, particularly in mixed-gender classes or public speaking settings.

Education is often secondary to family responsibilities---especially childcare, eldercare, and household tasks.

According to OECD (2021), migrant women participate less in education largely due to these unpaid domestic roles.

Many migrant women come from oral or community-based learning cultures, not formal or written-based systems.

Culturally, some women may avoid eye contact, public speaking, or mixed-gender interaction---not from passivity, but from norms of respect.

Figure 2: Lecture Student (Pixabey)

To help prevent migrant women from dropping out of education or training, we need to make our programs more flexible and supportive. That means offering classes at different times---like evenings or weekends---so they can balance work and family life. Many of them are also mothers, so access to childcare is essential. Language can be a big barrier too, so we should include language support or bilingual instruction when possible. It's also really important to create a culturally respectful and welcoming space where they feel safe and understood. Building a sense of community helps---things like peer groups or mentors can make a big difference in helping them stay motivated. If we tailor the training to real job opportunities and provide individual guidance for any personal or legal challenges they might face, we can really increase their chances of staying engaged. And finally, working closely with local community organizations can give them extra support beyond what we can offer in the classroom.

Food for Thought - Subtopic 1: If motivation is driven by autonomy, competence, and connection---as Self-determination theory suggests---how can we meaningfully support these needs in learners who may have never experienced choice or confidence in an educational setting? Many migrant women have been socialized in environments where obedience, silence, or self-sacrifice were valued over personal development. What does learner autonomy look like in a cultural context where personal agency hasn't always been encouraged? How can we build motivation without unintentionally triggering shame or overwhelm?

Food for Thought - Subtopic 2: When a learner resists participation, is it defiance---or protection? Think about a migrant woman who avoids speaking in class or resists written work. Could her resistance stem from trauma, past educational shame, or fear of failure in a new culture and language? Instead of seeing resistance as a barrier to overcome, what if we saw it as a signal---an invitation to slow down, ask questions, and co-create safety? How might that shift your teaching approach?

The entire module is developed to support trainers.

Subtopic 1 discusses various scientific theories, based on which practical methods for motivating learners are derived. The focus is entirely on migrant women and their specific learning needs. Attention is given to three main theories, although this, of course, does not exhaust all possible options. This can serve as a foundation for trainers to build upon based on their own experience or to easily adapt other scientific theories in a practical way to support learners.

Subtopic 2 examines measures to prevent migrant women from dropping out of the learning process. Several key reasons for discontinuing education are identified, along with ways to address them. Again, several academic sources are presented, as well as easy steps for transitioning from theory to practice. Attention is also given to certain specific characteristics of migrant women to facilitate a better understanding of their motivations, fears, and concerns.

Both modules are practice-oriented and together allow trainers to become more familiar with various motivation theories, deepen their knowledge, look at their work from a different perspective, and gain diverse information that they can interpret independently and build upon based on their own experience.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Berman, R., Mulcahy, D., & Watters, J. J. (2010). Adult learning and trauma: Rewriting the self. Studies in Continuing Education, 32(2), 131--146. https://doi.org/10.1080/0158037X.2010.488380

Brehm, J. W. (1966). A theory of psychological reactance. Academic Press.

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Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

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Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user's portfolio. Causal and control beliefs (pp. 35--37). NFER-NELSON.

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Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press. (Original work published in 1930s)

Relatedness: Relatedness refers to the human need to feel connected to others, to experience a sense of belonging, and to be cared for in relationships and social contexts. In educational and motivational theories---particularly in Self-Determination Theory (SDT) by Desi and Ryan---relatedness is one of the three basic psychological needs, alongside autonomy and competence. For learners, especially adult or migrant learners, feeling supported, included, and respected by teachers and peers enhances motivation, engagement, and learning outcomes. When relatedness is met, learners are more likely to persist in their studies and feel emotionally safe in the learning environment.

Competence: Competence is the need to feel effective, capable, and successful in one's actions and learning. Competence is the ability to successfully meet complex demands in a particular context through the mobilization of psychosocial resources (including skills and attitudes). (Weinert, 2001). The ability to apply knowledge, skills, attitudes, and values effectively in familiar and unfamiliar situations - Adapted from educational standards and frameworks (OECD, European Commission). In Self-determination theory (SDT), competence is one of the three core psychological needs, along with autonomy and relatedness. It reflects a learner's desire to master tasks, understand new concepts, and achieve goals. When learners feel competent, they are more motivated, confident, and willing to take on challenges.

Empowerment: Empowerment is the process by which individuals gain confidence, skills, authority, and control over their own lives and decisions. In educational and social contexts, empowerment involves providing people---especially marginalized groups like migrant women---with the tools, resources, and opportunities to make informed choices, take initiative, and influence their environment. It supports autonomy and self-efficacy, helping learners to overcome barriers and actively participate in their personal growth, education, and community life. (Zimmerman, 1995) is defined as a multi-level construct involving: Intrapersonal (how people think about themselves, self-efficacy, perceived control), Interactional (critical awareness and understanding of the environment), and Behavioral components (actions taken to exert control).