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This chapter provides a brief overview of the major social-cognitive theories of motivation and discusses how the theories have informed the field of instructional design technology. This approach focuses on individuals’ beliefs and contextual factors that influence motivation.

Over the last 30 years, however, researchers have studied motivation primarily from a social cognitive approach. Other theories looked at drives and needs.

Early motivation theories reflected the traditional behaviorism approach, an approach that considered the basis of motivation to be rewards and punishments. Their efforts have produced a rich foundation of motivation theories. Students without motivation feel no impetus or inspiration to learn a new behavior and will not engage in any learning activities.Įducational researchers have long recognized the role of motivation in learning and have studied motivation from various perspectives. Motivation thus refers to a state of being moved to do something, a movement that drives a person’s behavior. The student may learn, however, of a TV program about his favorite singer and decide not to engage in reading the history book on this particular day. When a student wants to read a history book on the Civil War, we can say that he or she is motivated to learn about American history. Motivation has been defined as a desire or disposition to engage and persist in a task (Schunk, Pintrich, & Meece, 2014).

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