PSYCHOLOGICAL FACTORS IN THE FORMATION OF STUDENT MOTIVATION

Abstract

Student motivation is a complex construct shaped by intertwined psychological, social, and pedagogical factors. Contemporary educational psychology emphasizes that motivation is not a stable trait but a dynamic state emerging from the interaction between students’ inner world and their learning environment. This article synthesizes theoretical and empirical findings on the psychological factors underlying the formation of student motivation, with particular attention to self-determination theory, value–semantic orientations, self-related beliefs, emotional states, and social context. Research shows that satisfaction of the basic psychological needs for competence, autonomy, and relatedness is a central pathway to autonomous (self determined) motivation, which predicts higher academic persistence, well being, and achievement. Personal values, meaningful life goals, and the need for self realization form the value foundation of internal academic motivation. Self efficacy, locus of control, self esteem, and self acceptance shape how students interpret success and failure and determine their willingness to expend effort and persist in the face of difficulties. Emotional factors such as anxiety and affective climate can either undermine or support motivation, while teacher behaviors, classroom climate, and peer relations mediate the impact of these internal factors. By integrating evidence from meta-analyses, empirical studies, and critical reviews, the article highlights that effective interventions to foster student motivation must simultaneously address psychological needs, cognitive–emotional processes, and the broader learning environment. The conclusion argues for a holistic, culturally sensitive approach in which educators deliberately design autonomy supportive, competence enhancing, and relationally rich learning experiences that align with students’ values and long term purposes.