<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802022000200169</article-id>
<article-id pub-id-type="doi">10.21615/cesp.5952</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[School motivation: theoretical approaches to the learning process]]></article-title>
<article-title xml:lang="pt"><![CDATA[Motivação escolar: abordagens teóricas do processo de aprendizagem]]></article-title>
<article-title xml:lang="es"><![CDATA[Motivación escolar: aproximaciones teóricas al proceso de aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Abílio Afonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olímpia Almeida de Paiva]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>169</fpage>
<lpage>193</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802022000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802022000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802022000200169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present theoretical reflection attempts to find out to what extent motivation can influence the student´s learning processes. To this end, the links between the most important theoretical models - the Theory of Attribution of Causality, the Theory of Self-determination, and the Theory of Achievement Goals - are established. Students' participation in school content depends on various factors that are individually and contextually related to motivation. prevailing cognitive theories of motivation stimulate and guide the study of the individual's beliefs, values, and emotions since they consider these variables to be mediators of behaviour and have a strong influence on the motivation process. From a literature review, it is important to bear in mind that motivation in the school context has been assessed as a critical determinant of the level and quality of learning and performance. It can also be concluded that the relationship between learning and motivation goes beyond any established assumption, it is reciprocal and therefore motivation can influence learning and performance in the same way that learning can interfere with motivation. In consequence, a change of school practices is essential, promoting students' involvement in the learning process through challenging tasks, engaging students in appropriate strategies, and striving to develop new comprehension and proficiency skills. Some guidelines for educational practice are indicated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta reflexão teórica procura saber até que ponto a motivação pode influenciar os processos de aprendizagem dos alunos, estabelecendo os pontos de ligação entre os modelos teóricos mais importantes - a Teoria da Atribuição de Causalidade, a Teoria da Autodeterminação e a Teoria das Metas de Realização. A participação dos alunos nos conteúdos escolares depende de vários fatores que estão individual e contextualmente relacionados à motivação. As recorrentes teorias cognitivas da motivação estimulam e orientam o estudo das crenças, valores e emoções do indivíduo, uma vez que consideram essas variáveis como mediadoras do comportamento e têm forte influência no processo de motivação. Da análise da literatura, fica claro que é importante ter em mente que a motivação no contexto escolar tem sido avaliada como um determinante crítico do nível e da qualidade da aprendizagem e do desempenho. A partir disso, pode-se concluir também que a relação entre aprendizagem e motivação vai além de qualquer suposição estabelecida de que seja recíproca e, portanto, a motivação pode influenciar a aprendizagem e o desempenho da mesma forma que a aprendizagem pode interferir na motivação. Assim, é imprescindível uma mudança de prática nas escolas, promovendo o envolvimento dos alunos no processo de aprendizagem através de tarefas desafiadoras, usando estratégias apropriadas e procurando desenvolver novas habilidades de compreensão e domínio. São indicadas algumas orientações para a prática educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta reflexión teórica busca conocer en qué medida la motivación puede influir en los procesos de aprendizaje de los estudiantes, estableciendo los puntos de conexión entre los modelos teóricos más importantes - la Teoría de la Atribución de Causalidad, la Teoría de la Autodeterminación y la Teoría de las Metas de Logro. La participación de los estudiantes en los contenidos escolares depende de varios factores que se relacionan individual y contextualmente con la motivación. Las teorías cognitivas recurrentes de la motivación estimulan y orientan el estudio de las creencias, valores y emociones del individuo, ya que consideran estas variables como mediadoras de la conducta y con fuerte influencia en el proceso de motivación. A partir de una revisión de la literatura, se desprende que es importante tener en cuenta que la motivación en el contexto escolar ha sido valorada como un determinante crítico del nivel y la calidad del aprendizaje y del rendimiento. También se puede concluir que la relación entre aprendizaje y motivación va más allá de cualquier suposición establecida de que es recíproca y, por lo tanto, la motivación puede influir en el aprendizaje y el desempeño de la misma manera que el aprendizaje puede interferir en la motivación. Por lo tanto, un cambio de práctica en las escuelas es esencial, promoviendo la participación de los estudiantes en el proceso de aprendizaje a través de tareas desafiantes, utilizando estrategias adecuadas y buscando desarrollar nuevas habilidades de comprensión y dominio. Se indican algunas pautas para la práctica educativa.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[academic motivation]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[learning goals]]></kwd>
<kwd lng="en"><![CDATA[school success]]></kwd>
<kwd lng="en"><![CDATA[school context]]></kwd>
<kwd lng="en"><![CDATA[school performance.]]></kwd>
<kwd lng="pt"><![CDATA[motivação académica]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[metas de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[sucesso escolar]]></kwd>
<kwd lng="pt"><![CDATA[contexto escolar]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar.]]></kwd>
<kwd lng="es"><![CDATA[motivación académica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[metas de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[éxito escolar]]></kwd>
<kwd lng="es"><![CDATA[contexto escolar]]></kwd>
<kwd lng="es"><![CDATA[el rendimiento escolar.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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