STUDENT LEARNING MOTIVATION FROM AN EDUCATIONAL PSYCHOLOGY PERSPECTIVE LITERATURE REVIEW ON THEORY, DETERMINANT FACTORS, AND TEACHER INTERVENTION STRATEGIES

Abstract

Learning motivation is a key factor in determining the quality of students' learning processes and outcomes and is a primary focus in educational psychology studies. Various theories and empirical findings indicate that learning motivation is influenced by complex interactions between internal factors in students and external factors in the learning environment, particularly the role of teachers. The purpose of this article is to comprehensively examine student learning motivation from an educational psychology perspective through a literature review covering key theories, determinants, and teacher intervention strategies. The method used is a literature review by examining relevant scientific articles, academic books, and reputable publications from 2000–2024. The results of the study indicate that self-determination theory, expectancy-value theory, and self-efficacy are the dominant conceptual frameworks in explaining learning motivation. Motivational determinants include self-efficacy, self-regulation, task value, the quality of teacher-student relationships, and classroom climate. Effective teacher intervention strategies include supportive learning for autonomy, formative feedback, cooperative learning, and a growth mindset approach. This study confirms that learning motivation is dynamic and can be enhanced through planned and theory-based pedagogical interventions.