Abstract:

The aim of this paper is to deep dive into the relationship between motivation and competence, and how much this relationship affects a pupil's academic results. As a matter of fact, while motivation is the emotional drive towards an aim and a goal, competence concerns the ability to use knowledge in real contexts. It can be said that motivation concerns the "desire to do" and competence refers to "knowing a certain thing and mastering how to do it".

Competence can be understood as an emotional and motivational meaning for the evaluation of the expectations that the individual builds on his adaptation skills. It is therefore what he thinks about himself and his own ability to get involved and adapt to the environment. In view of the fact that motivation plays a fundamental role in the learning processes of pupils, as vastly demonstrated by many studies, it can be said that it may be considered a real skill to be acquired through the scholastic path.

In this perspective, both the theoretical perspectives on motivation and the strategic interventions that can be implemented in the classroom are to be rediscovered and re-evaluated. The theoretical perspectives can provide us with valuable indications on known aspects, but which still have too little impact in practice, such as the reciprocal relationships between motivation, on the one hand, and needs, objectives, perceptions of competence, expectations of students' success (and teachers), on the other. Strategic interventions, within the framework of a positive class climate, can also directly invest the learning tasks and the dynamics that can make them more motivating: for example, perceived value, the double dimension of challenge and support to the learning, teacher feedback and impact of evaluation.

Keywords:

Motivation - Competence - Learning processes - Evaluation.