Integrating Learning Management and Motivation Psychology: A Systematic Review of Emerging Models
Subject Areas : Educational Science
1 - Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
Keywords: Learning Management, Motivational Psychology, Theoretical Linkage, Systematic Review, Modern Models, Innovative Frameworks,
Abstract :
Introduction
The present study aimed to elucidate the theoretical linkage between learning management and motivational psychology, exploring contemporary models through cognitive, emotional, and executive constructs that shape modern theories of educational performance. learning management is viewed as a self‑regulatory system influenced by both intrinsic and extrinsic motivational variables, functioning as an adaptive mechanism that directs behavior toward purposeful engagement. The study sought to explain how modern motivational constructs such as self‑determination, expectancy‑value theory, and achievement motivation contribute to conceptual advancement in learning management and help bridge psychological and pedagogical perspectives.
Methodology
A systematic analytical review was conducted based on the PRISMA 2020 guidelines. The dataset included scholarly articles published from 2015 to 2024 across major international and domestic databases, totaling 98 eligible sources (74 international and 24 national). Conceptual instruments MSLQ and BDEFS were utilized to classify theoretical models, and analytical reliability was confirmed by an inter‑rater agreement kappa of 0.82. Additional synthesis procedures involved thematic clustering and conceptual mapping to ensure comprehensive theoretical integration across models.
Findings
The results demonstrated a significant theoretical convergence between motivational psychology and learning management frameworks. Three central components—cognitive strategies, motivation and emotion regulation, and executive functions—were identified as shared dimensions. The Self‑Determination Theory emerged as the dominant framework, and executive functions acted as mediating constructs between motivation and learning performance, reinforcing the multidimensional interplay among regulation, autonomy, and achievement.
Conclusion
This study proposed an integrative theoretical model of learning management as a dynamic, self‑regulatory system grounded in intrinsic motivation and executive functioning. Such integration offers a conceptual foundation for designing motivation‑based educational models, enhancing curriculum development, and improving self‑regulatory learning strategies in diverse educational contexts. The proposed framework encourages future research to empirically validate motivational mechanisms and develop more adaptive classroom management approaches.
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