The processes that elicit and sustain intentional behavior are referred to as motivation. Personal or internal factors are called motivational processes to cause actions like decision-making, effort, perseverance, success, and environmental regulation. This is why Social Cognitive Theory was selected for examination since it is the theory closest to the subject of group motivation. This theory focuses on investigating and evaluating interpersonal relationships and collective motivation. Finding collaborative elements for group work and improving teamwork within a professional environment is made possible with the help of social cognitive theory.
Motivation has been a component of social cognitive theory from the first modeling studies to the most recent version that considers agency. Goals and self-assessment of progress, self-efficacy, social comparisons, values, performance expectations, attributions, and self-regulation are essential intrinsic motivational processes. Diversity and cultural issues, methodology, and the long-term impacts of interventions are fundamental problems the theory must address. According to research, online tutors can aid students in mastering self-regulation techniques to boost their self-efficacy, drive, and success (Schunk & DiBenedetto, 2020). Digital games, in particular, have been proven to affect self-regulation processes and boost player self-efficacy. That may foresee that technology demonstrating users’ progress toward learning objectives will increase self-efficacy and motivation. The relationship between digital games and motivation, curiosity, teamwork abilities, and the capacity to set short-term goals to attain long-term goals is supported by research data from middle school students.
Since its inception, social cognition theory and motivation have been tightly related. This theory emphasizes that the motivating factors have undergone significant empirical testing, and the theoretical predictions have primarily been supported (Schunk & DiBenedetto, 2020). In order to find the essential incentives for social cohesiveness, the theorist is actively involved in the working process. Given the link between motivation and collaboration, implementing this idea will objectively enhance working in a team.
Reference
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.Contemporary Educational Psychology, 60, 101832.