Abstract
The nexus between pedagogical theory and learning motivation remains one of the most enduring and
contested questions in educational research. Over more than a century of inquiry, scholars have proposed
numerous frameworks—from behaviorism and cognitivism to constructivism, humanism, and social
learning—that seek to explain how instructional design and learner psychology interact to produce
engagement and achievement. Yet the growing diversity of educational contexts, technological advances,
and cultural transformations demand a renewed synthesis of theory and motivation. This paper offers a
critical and integrative review of major pedagogical theories in relation to motivational constructs such as
self-efficacy, intrinsic and extrinsic drive, goal orientation, autonomy, and expectancy–value beliefs.
Drawing upon more than 200 recent studies (2018–2025) across global contexts, it analyses how
theoretical perspectives inform motivational strategies in contemporary classrooms, online learning
environments, and hybrid ecosystems. Using a mixed-method interpretive framework, the study identifies
convergences and tensions among theories, examining the extent to which motivation is shaped by teacher–
student relationships, instructional feedback, cultural capital, and digital mediation. Findings reveal that
while each pedagogical tradition contributes valuable insights, motivation emerges most powerfully when
pedagogical design integrates cognitive challenge with emotional relevance and social belonging. The
paper argues that the future of educational theory depends on moving beyond isolated schools of thought
toward a dynamic ecology of motivation that unites mind, emotion, and community in the act of learning.
The relationship between pedagogical theory and learning motivation lies at the heart of educational
psychology and continues to define the success of contemporary teaching practices. Pedagogical theories
not only prescribe how teachers instruct but also shape how learners perceive, engage with, and internalize
knowledge. Motivation, conversely, gives life to pedagogy; it transforms instruction into participation and
cognition into meaning. The enduring question—how do different pedagogical approaches influence
motivation and sustain learner engagement?—remains fundamental to educational research and reform.
This paper undertakes an extensive and critical review of classical and modern pedagogical theories in
relation to motivational constructs such as self-efficacy, intrinsic and extrinsic drive, autonomy, goal
orientation, and expectancy–value beliefs. By examining historical perspectives alongside recent empirical
evidence (2018–2025), it seeks to reveal patterns, contradictions, and convergences that can inform future
pedagogical design.
contested questions in educational research. Over more than a century of inquiry, scholars have proposed
numerous frameworks—from behaviorism and cognitivism to constructivism, humanism, and social
learning—that seek to explain how instructional design and learner psychology interact to produce
engagement and achievement. Yet the growing diversity of educational contexts, technological advances,
and cultural transformations demand a renewed synthesis of theory and motivation. This paper offers a
critical and integrative review of major pedagogical theories in relation to motivational constructs such as
self-efficacy, intrinsic and extrinsic drive, goal orientation, autonomy, and expectancy–value beliefs.
Drawing upon more than 200 recent studies (2018–2025) across global contexts, it analyses how
theoretical perspectives inform motivational strategies in contemporary classrooms, online learning
environments, and hybrid ecosystems. Using a mixed-method interpretive framework, the study identifies
convergences and tensions among theories, examining the extent to which motivation is shaped by teacher–
student relationships, instructional feedback, cultural capital, and digital mediation. Findings reveal that
while each pedagogical tradition contributes valuable insights, motivation emerges most powerfully when
pedagogical design integrates cognitive challenge with emotional relevance and social belonging. The
paper argues that the future of educational theory depends on moving beyond isolated schools of thought
toward a dynamic ecology of motivation that unites mind, emotion, and community in the act of learning.
The relationship between pedagogical theory and learning motivation lies at the heart of educational
psychology and continues to define the success of contemporary teaching practices. Pedagogical theories
not only prescribe how teachers instruct but also shape how learners perceive, engage with, and internalize
knowledge. Motivation, conversely, gives life to pedagogy; it transforms instruction into participation and
cognition into meaning. The enduring question—how do different pedagogical approaches influence
motivation and sustain learner engagement?—remains fundamental to educational research and reform.
This paper undertakes an extensive and critical review of classical and modern pedagogical theories in
relation to motivational constructs such as self-efficacy, intrinsic and extrinsic drive, autonomy, goal
orientation, and expectancy–value beliefs. By examining historical perspectives alongside recent empirical
evidence (2018–2025), it seeks to reveal patterns, contradictions, and convergences that can inform future
pedagogical design.