Area: Motivation in Learning
1. How Educational Psychology Contributes
Educational psychology helps us understand why students choose to engage (or not engage) in learning tasks. It examines the psychological factors that drive persistence, effort, and achievement, such as intrinsic interest, rewards, self-efficacy, and goal-setting. By studying these processes, educational psychology provides both theories and strategies that teachers and counselors can use to improve student motivation.
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2. Evidence from Educational Psychology
• Self-Determination Theory (Deci & Ryan, 1985, 2000): Research shows that when students’ needs for autonomy, competence, and relatedness are met, they are more intrinsically motivated and achieve better outcomes.
• Growth Mindset Research (Dweck, 2006): Evidence shows that students who believe their intelligence can grow with effort (rather than being fixed) are more resilient and achieve higher academically.
• Self-Efficacy Studies (Bandura, 1997): Findings reveal that students with high self-efficacy (belief in their ability to succeed) set higher goals, persist longer, and perform better academically.
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3. Interpretative Concepts and Theories Provided
• Intrinsic vs. Extrinsic Motivation: Educational psychology clarifies the difference between doing something for internal satisfaction (intrinsic) versus external rewards (extrinsic).
• Expectancy-Value Theory (Eccles & Wigfield, 2002): Explains how students’ motivation depends on whether they expect to succeed and how much they value the task.
• Attribution Theory (Weiner, 1985): Shows how students’ explanations for success or failure (e.g., effort, ability, luck) affect future motivation.
• Flow Theory (Csikszentmihalyi, 1990): Highlights how optimal learning happens when tasks balance challenge and skill, leading to deep engagement.
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In Summary
Educational psychology contributes to the learning sciences by explaining the “why” behind student effort and persistence. It offers evidence-based theories (self-determination, growth mindset, self-efficacy) and interpretive concepts (intrinsic motivation, expectancy-value, attributions) that guide teachers in designing classrooms where students feel motivated, capable, and engaged.
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Sources
• Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Random House.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573.
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.