• Teachers that plan lessons to be interesting, curiosity-provoking, and personally inspiring have better success in motivating their students to read.
• Leaders have better success in motivating their employees when they take the employees' perspective and inv...

According to Self-Determination Theory, there are three basic psychological needs which we want to satisfy:

Motivation is a complex process to explain or to realize fully.

• The need for closure. It motivates us to arrive at a stable conclusion. To satisfy the need for closure, we can provide clear expectations and well-defined, measurable goals, regular feedback, and timelines.
• The need for cognition is our desire to ...

To be able to motivate requires a great amount of practice. These skills do not come naturally but can be improved upon with practice.
Some techniques to enhance motivation:

Dr Daniel Siegel's model of wellbeing consists of nine areas of integration as ways to promote harmony and increased motivation:

Feedback, if done well, can leave people feeling motivated and positive.

We are motivated when we use goals that spell out in advance when, where, and how we will achieve it.

Motivation is not enough. To encourage lasting change, we need reminders, repetition, and habits.

• Others can be motivated by giving feedback on changes in emotion, behaviour, and well-being.
• Praise can create positive emotions, while mastery programs can increase a sense of competence.
• Positive feedback, expressing gratitude and awe can be used to induce change.
...

Stress can impact our motivation. To cope with stressors involve planning, execution, and feedback.

• There are clear goals.
• Gain immediate feedback.
• Challenges need to be matched with personal skills.
• The task has to be challenging enough to require a person to employ their skills and promote concentration and engagement.
...

If you change the contents of your thinking, then you change your motivational state. The same applies to other cognitive aspects like goals, mindset, values, perceived control, identity, etc.