Performance motivation from the perspective of cognitive and social-psychological orientations

Abstract

The article aims to analyze the concept of performance motivation from the perspective of integrating cognitive and social-psychological orientations in the contemporary educational context, taking into account the dynamics of school motivation, the relationship between cognitive, emotional and contextual factors, as well as the implications of these factors in the development of professional and organizational competence of teachers. The conclusions highlight the importance of an integrated approach to motivation, in which self-efficacy, self-image and energizing competence become central vectors of educational success and performance in a constantly changing society.