The IUP Journal of Soft Skills
Impact of Motivation on Student Learning: A Review

Article Details
Pub. Date : June, 2023
Product Name : The IUP Journal of Soft Skills
Product Type : Article
Product Code : IJSS040623
Author Name : Prashant Ramrao Pawar
Availability : YES
Subject/Domain : Management
Download Format : PDF Format
No. of Pages : 12



The paper aims to provide a comprehensive review of pertinent literature on the impact of motivation on student learning. Motivation is a key factor in determining students' engagement, effort and achievement in educational settings. With an exploration of various theoretical frameworks, empirical studies as well as practical applications, this paper seeks to shed light on the multifaceted relationship between motivation and student learning outcomes. The findings will contribute to a deeper understanding of how motivation can be effectively harnessed to enhance educational practices and promote optimal student learning experiences.


Motivation is widely recognized as a crucial factor that significantly influences student learning outcomes in educational settings. Over the years, extensive research has been conducted to explore the complex relationship between motivation and academic achievement. With a focus on understanding the underlying mechanisms and identifying effective strategies to enhance student motivation, the paper provides an up-to-date review of the literature on the subject, drawing on recent theoretical perspectives and empirical studies.

Self-Determination Theory (SDT) developed by Deci and Ryan (1985) posits that intrinsic motivation, driven by personal interest, enjoyment and a sense of accomplishment, plays a central role in fostering optimal learning experiences. Recent studies have supported the positive influence of intrinsic motivation on student engagement and academic achievement. For instance, a study by Ratelle et al. (2007) found that students with high levels of intrinsic motivation demonstrated greater task persistence and higher academic performance. Achievement Goal Theory (AGT), initially proposed by Dweck (1986) and Nicholls (1989), has been instrumental in understanding how different goal orientations influence motivation and learning. Recent research has expanded on AGT by exploring new dimensions, such as the role of mastery-approach goals and mastery-avoidance goals. For example, a study by Nolen and Haladyna (2018)