Abstract

LOURENCO, Abílio Afonso  and  OLIMPIA ALMEIDA DE PAIVA, Maria. School motivation: theoretical approaches to the learning process. CES Psicol [online]. 2022, vol.15, n.2, pp.169-193.  Epub June 17, 2022. ISSN 2011-3080.  https://doi.org/10.21615/cesp.5952.

The present theoretical reflection attempts to find out to what extent motivation can influence the student´s learning processes. To this end, the links between the most important theoretical models - the Theory of Attribution of Causality, the Theory of Self-determination, and the Theory of Achievement Goals - are established. Students' participation in school content depends on various factors that are individually and contextually related to motivation. prevailing cognitive theories of motivation stimulate and guide the study of the individual's beliefs, values, and emotions since they consider these variables to be mediators of behaviour and have a strong influence on the motivation process. From a literature review, it is important to bear in mind that motivation in the school context has been assessed as a critical determinant of the level and quality of learning and performance. It can also be concluded that the relationship between learning and motivation goes beyond any established assumption, it is reciprocal and therefore motivation can influence learning and performance in the same way that learning can interfere with motivation. In consequence, a change of school practices is essential, promoting students' involvement in the learning process through challenging tasks, engaging students in appropriate strategies, and striving to develop new comprehension and proficiency skills. Some guidelines for educational practice are indicated.

Keywords : academic motivation; learning; learning goals; school success; school context; school performance..

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