5.6 Social Theory of Motivation

Social learning theorists view learning as a process of adopting ways of thinking from the culture and community. Therefore, social interaction is a crucial part of the learning process. One of the leading thinkers in the social learning tradition was Lev Vygotsky.

Vygotsky believed that learning is active and not passive. He has three main concepts: culture, language and role in the community. Our culture provides us with “cognitive tools” that affect the way we think. Our language, for example, is a cultural tool. While language serves a similar function in all cultures, the unique features of a language can influence how we think.

An example of this is linguistic capital. Linguistic capital in Hispanic culture refers to the social, cultural, and economic value that is attributed to the mastery of Spanish language skills. In many Hispanic communities, the ability to speak Spanish fluently is highly valued and is often seen as a symbol of cultural identity, heritage, and tradition. Being able to communicate effectively in Spanish can also provide individuals with access to various social, cultural, and economic opportunities, such as better jobs, higher education, and greater social mobility.

In the context of college students, the social theory of motivation suggests that students’ motivation may be influenced by their peers, professors, and other members of their academic community. For example, students may be motivated by the expectations and approval of their professors or the desire to fit in with their peers.

Moreover, the social theory of motivation highlights the importance of social support and collaboration in promoting motivation. College students who feel supported by their social networks are more likely to feel motivated and persist in their academic pursuits.