MOTIVATION AS A PSYCHOLOGICAL AND PEDAGOGICAL CONCEPT IN PROJECT-BASED LEARNING (PBL)

Abstract

This study examines motivation as both a psychological and pedagogical phenomenon within the context of Project-Based Learning (PBL). Motivation can be described as the internal and external forces that initiate, guide, and maintain learners’ actions toward the achievement of academic goals. Various psychological theories—such as Maslow’s hierarchy of needs, Herzberg’s two-factor theory, self-determination theory, and achievement motivation—provide a theoretical foundation for understanding intrinsic and extrinsic motivational processes. From an educational perspective, motivation plays a crucial role in student participation, engagement, and academic success. Project-Based Learning, which represents a learner-centered instructional approach, can significantly increase motivation by linking theoretical knowledge with authentic, real-life tasks. This approach encourages autonomy, cooperation, and critical thinking. The research also discusses the factors that influence motivation in PBL environments, including teacher support, the relevance of project tasks, assessment practices, and the classroom atmosphere. The findings indicate that motivation in project-based settings is flexible and can be strengthened through meaningful project design and supportive teaching strategies, ultimately improving learning outcomes and promoting lifelong learning competencies