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Motivation in Learning
The role of motivation in determining educational outcomes has been widely acknowledged in educational psychology. However, different explanatory frameworks focus on varying aspects of the motivational process. For instance, cognitive psychology views psychological constructs of motivation as being rooted within an individual whereas the sociocultural approach sees cognitive activity and motivation as socially constructed. In the article under review, Rueda and Dembo build an argument for combining the aforesaid approaches in order to arrive at a more powerful understanding of learning processes. Primarily, the authors rest their case on the principle that though the cognitive approach to motivation plays a key role in determining a student's self-regulated behavior, the success of classroom practices in positively influencing these would improve through applying the understanding that motivation also hinges on social negotiation and distribution within the context of specific activity settings. The inclusion of such a sociocultural perspective and intervention strategies will lead to more responsive teaching practices, which positively mediate or re-mediate motivational processes and thereby lead to mastery of academic goals and improved learning.
Central to Rueda and Dembo's argument is the point that intrapersonal or individual cognitive factors are best addressed only after factors at the interpersonal level have been explored. An example that comes to mind, which clearly supports the validity of this fact, is Myles Horton's successful turnaround of South Carolina's attempts to bring literacy to its African-American community. Horton achieved this through not only rooting the motivation to achieve literacy within the larger social context of the civil rights movement but also changing the specific activity setting that was causing discomfort by arranging for instruction outside the formal educational system and by non-whites (Berson, 1994, p. 146). The aforesaid case, along with the work of educators like Vygotsky, Gardner, and Ladson-Billings lend truth to the assumption that sociocultural aspects such as race, gender, class and cultural factors need to be addressed prior to individual cognitive factors (Singer, 1997, p. 67).
References
Berson, R.K. (1994). Marching to a Different Drummer: Unrecognized Heroes of American
History. Greenwood Press.
Rueda, R & Dembo, M.H. (1995). Motivational Processes in Learning: A Comparative
Analysis of Cognitive and Sociocultural Frameworks. Advances in Motivation and Achievement. Vol. 9. p. 255-285. JAI Press Inc.
Singer, A.J. (1997). Social Studies for Secondary Schools: Teaching to Learn, Learning to Teach. Lawrence Erlbaum Associates. New Jersey London.
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