The Why Behind Learning Behaviour

Motivation lies at the centre of all learning behaviour. It determines not only whether learners engage with material but also how deeply they process and retain it.

Motivation theories help explain the underlying cognitive and emotional processes that drive learning. These frameworks help exploreternal beliefs, values, and emotional responses influence behaviour. In the school, they're used us tools and guides that ​help us design environments that encourage more effective and self-sustained learning.

Three well known theoretical frameworks often guide discussions about learning motivation: Expectancy Theory, Attribution Theory, and Reinforcement Sensitivity Theory.

Expectancy Theory: How Belief and Value Shape Motivation

Expectancy Theory suggests that motivation is determined by two main factors namely: expectancy (the belief that effort will lead to success) and value (the perceived worth of the outcome). In the classroom, this means students weigh two questions as they learn (consciously or subconsciously):

1. Can I do this task successfully? (expectancy)
2. Is this task or outcome worth the effort? (value)

When both answers are positive, motivation tends to be high. For example, a student who believes they can master algebra (high expectancy) and sees it as useful for future goals (high value) is more likely to persist through challenges. ​We cover more on Expectancy theory in this post (https://adiutor.co/blog/understanding-expectancy-value-theory/)

Attribution Theory: How Explanations Affect Learning Behaviour

Attribution Theory shifts the focus of motivation from expectations of success to interpretations of outcomes. It explores how individuals explain the causes of their successes and failures, and how these explanations influence future motivation, emotions, and effort.

Weiner (who developed the theory) identified three factors that define these attributions:

1. Locus of causality: Is the cause internal (my ability or effort) or external (the task, luck, or others)?
2. Stability: Is the cause stable (something that won’t change, like ability) or unstable (something that can vary, like effort)?
3. Controllability: Is the cause something I can control (effort, strategy) or not (luck, innate talent)?

The combination of these factors determines how students feel and behave after success or failure. A student who attributes failure to lack of effort (internal, unstable, controllable) is likely to feel capable of improvement. In contrast, one who attributes failure to lack of ability (internal, stable, uncontrollable) may end up feeling helpless and disengaged.

Students who consistently make adaptive attributions tend to persist longer, show more resilience, and maintain higher academic performance.

Educators can apply Attribution Theory by paying attention to how they frame feedback. Comments like “You worked hard on this problem” emphasise effort and controllability, reinforcing the idea that improvement is possible. Conversely, statements such as “You’re so smart” can inadvertently reinforce a fixed view of ability, which may discourage persistence when tasks become difficult.

Reinforcement Sensitivity Theory: The Emotional Drivers of Learning

​Reinforcement Sensitivity Theory also offers a lens for understanding how students’ emotional responses to reward and punishment influence their motivation. Originally proposed by Jeffrey Grey (1970), it explains individual differences in how people respond to signals of potential success or failure. These reactions often determine how students approach challenges, persist through setbacks, or withdraw from learning activities.

Like Attribution Theory it postulates three key systems that guide behaviour:

1. The Behavioural Activation System: This system is sensitive to rewards and positive reinforcement. It drives students to seek out opportunities for success and feel motivated by progress, praise, or achievement. Students with strong BAS activation would eagerly participate in discussions or take on challenging projects because the possibility of reward or recognition energises them.
2. The Behavioural Inhibition System (BIS) – This system responds to potential punishment, criticism, or uncertainty. It triggers caution and avoidance, helping students steer clear of failure. Learners with higher BIS sensitivity often worry about making mistakes or disappointing others. They may hesitate to answer questions in class or avoid difficult tasks due to fear of negative evaluation.
3. The Fight-Flight-Freeze System (FFFS) – This system activates in response to perceived threats. It can manifest when students experience intense stress, such as fear of exams, public speaking, or harsh feedback. While this system helps protect learners from immediate threats, chronic activation can undermine confidence and learning engagement.

Excessive emphasis on punishment, failure, or grades heightens BIS activity, leading to anxiety and avoidance behaviours. On the other hand, consistent, meaningful rewards and acknowledgement of effort activate BAS, promoting curiosity, persistence, and a sense of recognises.

Reinforcement Sensitivity Theory reminds us learners vary in their motivational sensitivity. Effective teaching recognises these individual differences. A supportive classroom that provides clear expectations, constructive feedback, and emotional safety helps regulate both approach and avoidance systems. In such settings, learners feel confident exploring new ideas while remaining aware of boundaries and expectations.

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References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191–215.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132.

Gray, J. A. (1970). The psychophysiological basis of introversion-extraversion. Behaviour Research and Therapy, 8(3), 249–266. https://doi.org/10.1016/0005-7967(70)90069-0

Gray, J. A., & McNaughton, N. (2000). The neuropsychology of anxiety: An enquiry into the functions of the septo-hippocampal system (2nd ed.). Oxford University Press.

Vroom, V. H. (1964). Work and motivation. New York, NY: Wiley.

Weiner, B. (1972). Theories of motivation: From mechanism to cognition. Chicago, IL: Rand McNally.

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548behavioural