Motivating First-year Students Learning in the General Education Classroom: a Theoretical Framework for the Design of Classroom Incentives

Abstract

This paper explores the mechanism of teacher-student interaction on freshmens motivation to learn in general education courses
based on self-determination theory. The study points out that by satisfying students needs for autonomy, competence, and belonging, teachers
can effectively enhance learning motivation. The article proposes three core strategies: low-risk interaction design to reduce anxiety; specific
feedback mechanism to enhance competence; and power distance regulation to shorten psychological distance. These strategies integrate the
theories of educational psychology and sociology, provide a theoretical framework and practical path for optimizing teacher-student interactions in liberal arts education, and have important implications for improving the effectiveness of teaching in large classes.