COGNITIVE AND MOTIVATIONAL MECHANISMS OF STUDENTS’ SELF-ACTIVATION IN THE UNIVERSITY LEARNING ENVIRONMENT
Keywords:
self-activation, student motivation, cognitive mechanisms, metacognition, self-determination theory, academic self-regulation, university learning environment, intrinsic motivation.Abstract
This article examines the complex interplay between cognitive and motivational mechanisms that facilitate students’ self-activation in contemporary university learning environments. Self-activation, defined as the autonomous initiation and maintenance of learning behaviors, represents a critical factor in academic success and lifelong learning competence. Drawing on self-determination theory, cognitive load theory, and contemporary motivation research, this study explores how internal psychological processes and external environmental factors converge to influence students’ capacity for self-directed learning engagement. The results suggest that educational interventions aimed at enhancing student self-activation should simultaneously address cognitive skill development, motivational climate optimization, and the structural features of learning environments that either facilitate or constrain autonomous learning engagement.
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