Motivation is a poor foundation for revision because it depends on how you feel on the day. The argument here is to replace it with routine: a fixed time and place to work, so the decision is already made before the mood arrives. Discipline is unglamorous but repeatable, and the study techniques that work - retrieval practice and spacing - only pay off when they happen consistently.
For context: 67.0% of GCSE results in England in summer 2026 were grade 4 or above. — gov.uk, Qualification results in England, summer 2026
Why does motivation matter?
This week I have had some discussions with parents and students regarding the need for motivating the student.
Motivation is the same esoteric rainbow that we are all chasing to reach our lofty goals. Learn Hebrew. Run 10km.
Write a newsletter. Study for exams etc.
If only we could harness this motivation then we would be able to achieve our daily and long term goals. Right?
Wrong!
What if I told you motivation is a myth?
Motivation is based on emotional decision making. It relies on the fact whether you wake up in the morning and ‘feel’ like writing the article or whether you ‘feel’ motivated going to work.
This is not a particularly good way of living life. Unless you are a 3 year old child who basis their day to day decisions on what they feel like doing.
Motivation also incidentally only works in short term bursts.
We must then cultivate an alternative - Discipline. A longer lasting substitute.
Here is a quote aptly explaining this concept:
“...motivation is trying to feel like doing stuff. Discipline is doing it even if you don’t feel like it.
You get to feel good afterwards. ” - Wisdom Nation.
I believe motivation is one of the most misunderstood topics in the current age. We must learn to command our mind, to do what is best for us in the long run [Discipline]. So moving forwards let us DELETE the word motivation from our vocabulary.
Further Reading
1. https://www.jotform.com/blog/motivation-is-a-myth [A longer read on cultivating habitual discipline.]
What else is worth reading?
- Overcoming Homesickness While Studying Abroad in the UK
- Procrastination
- Staying Motivated While Studying in London: Key Strategies for Success
- The Benefits of Studying Abroad in London: A Comprehensive Guide
- The Benefits of Studying Mathematics in the UK
- The Pros and Cons of Studying in London: A Comprehensive Guide
- The Ultimate Guide to Choosing the Right Study Abroad Program in London
- This 1 reason is why so many intelligent students fail their exams
- Weighing the Pros and Cons of Studying Away from Home
- What you should be eating in order to ace your exams
What are the honest limits of this advice?
The evidence behind study methods is measured as an average across many students, not a promise about one. The EEF toolkit reports months of additional progress on average, with real variation underneath. What works also depends on the subject and where the gaps are.
On what actually moves a grade, the evidence is measured rather than argued:
“Evidence indicates that one to one tuition can be effective, providing approximately five additional months’ progress on average.” — EEF, One to one tuition
What research supports these methods?
The study techniques on this page are not our opinion. Each comes from published cognitive-science research, linked here so you can read the original:
- Karpicke & Roediger, Science (2008) — testing yourself beats re-reading, by a wide margin
- Cepeda et al., Psychological Bulletin (2006) — spacing sessions out beats cramming
- Dunlosky et al., Psychological Science in the Public Interest (2013) — practice testing and spacing rated highest of ten techniques; highlighting among the lowest