Self-motivation is an advanced component of motivation, referring to the adolescent’s ability to regulate their own efforts and maintain momentum toward meaningful goals without relying on external reinforcements (such as parental approval or immediate rewards). It is the internal force that allows young people to keep going when the task is difficult, the road is long, or the environment is discouraging.
For young people at risk of exclusion, self-motivation is essential because their environment often offers little positive reinforcement. Self-motivation allows them to overcome the discouragement of initial social rejection or the frustration of poor performance. A self-motivated young person says to themselves, “I’m going to try again,” rather than, “This isn’t for me, I give up.”
The project trains this skill by reinforcing internal locus of control, i.e., the belief that their actions and efforts determine their outcomes, rather than chance or external factors. By strengthening this competence, the adolescent is equipped with an internal source of social and academic perseverance, ensuring that the young person maintains sustained participation in the school and community environment. Self-motivation is ultimately the driving force behind self-inclusion, ensuring that young people remain steadfast on their path to an integrated and fulfilling adult life.
Reference: Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.