Motivation to Learn and Teacher Student Relationship.
When children enter school for the first time, they encounter a variety of new challenges that include creating positive relationships with peer groups and adults as well as learning to meet the demands of a wide range of cognitive, social, and academic tasks (Baker, 2006; Birch Ladd, 1997; Pianta, Steinberg, Rollins, 1995) Infants and young children appear to be mobilized by curiosity and driven by an intense need to explore, interact with, and discover their environment Therefore, understanding and documenting the importance of young children's motivation to learn is very important. Motivation to learn refers to a competence acquired through general experience that is predominantly stimulated through modeling, communication of expectations, and direct instruction or socialization by significant others (Brophy, 1987) This review of the literature focuses on the importance of young children's motivation to learn in their academic and social competencies, the effects of the quality of teacher student relationships on their motivation to learn, and the implications for students who exhibit poor motivation in the early years at school years through the lenses of Self Determination and Expectancy Value for Achievement Motivation theories.