Which strategy is NOT aimed at developing self-motivation in students?

The choice of implementing harsh grading policies does not promote self-motivation in students. Self-motivation stems from a sense of autonomy, competence, and relatedness. When students experience harsh grading policies, it can lead to fear of failure, increased anxiety, and a demotivating environment. This approach typically emphasizes punitive outcomes rather than constructive feedback or encouragement, which can discourage students from taking risks in their learning journey.

In contrast, the other strategies, such as including students in instructional decisions, providing positive feedback, and de-emphasizing grades, all encourage a greater sense of agency and self-efficacy. These techniques foster an environment where students feel valued and motivated to engage with the material because they see the relevance and importance of their own contributions and progress.