PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS OF LEARNING MOTIVATION IN ADOLESCENTS

Abstract

The pedagogical and psychological analysis of adolescents’ learning motivation demonstrates that motivation during this developmental period emerges through the combined influence of individual psychological characteristics and the educational environment. The search for personal identity, emotional fluctuations, the development of self-regulation skills, and the increasing impact of social factors constitute key psychological determinants shaping adolescents’ academic engagement. Strengthening intrinsic motivation depends largely on meeting the adolescent’s needs for competence, autonomy, and social connectedness. Pedagogical factors, including teacher–student relationships, assessment methods, collaborative classroom climate, and instructional strategies—play a significant role in ensuring the stability and continuity of motivation. Enhancing the value of learning tasks, providing supportive teacher behavior, and applying growth-oriented, formative assessment practices promote higher levels of interest and participation among adolescents. Overall, the findings suggest that adolescents’ learning motivation is most effectively supported through educational environments that address their developmental needs and promote meaningful, student-centered learning experiences