DOI: https://doi.org/10.36719/2663-4619/126/80-84
Fatima Shukurova
Baku Slavic University
Master's student
https://orcid.org/0009-0009-1635-7833
fatimasukurova@gmail.com
Motivation in Teaching Activities:
Psychological Essence and Theoretical Approaches
Abstract
Motivation is a fundamental psychological mechanism that initiates, directs, and maintains human activity and is formed as a result of the interaction of internal and external factors. Motivation in the learning process becomes more effective when the teenager gives the activity personal meaning and activates his or her internal needs and interests.
Training motivation is the main psychological mechanism that ensures students' involvement, orientation, and continuity in learning activities. It is formed as a result of the interaction of internal needs, interests, goals, and external influences. During adolescence, the motivational system is unstable and sensitive to social and pedagogical influences. Research shows that teacher-student relationships, positive feedback, a supportive learning environment, and meeting basic psychological needs enhance motivation to learn. Various theories (instinctive, optimal arousal theory, incentive theory, self-consciousness theory, ARCS theory, and expectancy-value theory) play an important role in explaining motivation. Motivation for learning is formed on the basis of the interaction of biological, psychological and sociological factors, creating conditions for increasing interest in learning and academic achievement, especially during adolescence.
Thus, effective organization of learning motivation acts as a key factor in increasing students' interest in learning, satisfying their internal needs, and continuously improving their academic success.
Keywords: motivation, psychological needs, teacher-student relationships, learning environment, adolescence