Motivation in School from the Social-anthropological Point of View


  • Janez Kolenc Educational Research Institute, Faculty of Arts, Ljubljana, Slovenia
  • Darja Kobal Educational Research Institute, Faculty of Arts, Ljubljana, Slovenia
  • Nada Lebarič Educational Research Institute, Faculty of Arts, Ljubljana, Slovenia


motivation, educational anthropology, systems theory, self-concept, self-esteem, theory of personality, cognitive development, emotional growth, behavior, , students of upper secondary schools, Slovenia, empirical study, extroversion, introversion


In this paper the theory of motivation of Abraham Maslow and the systems model of human behavior are briefly presented. This represents the theoretical framework to evaluate the hypothesis that self-concept and self-esteem arc decisive factors of motivation of students in Slovenian upper secondary schools. If we observe the results of our empirical study from the system theory of human behavior it is indicative that cognitive and behavioral patterns are those which most determine the regulatory system of human behavior. Then it becomes obvious that emotional systems do not influence the motivation and behavior of our students. Very well developed self-concept and self-esteem of students influences their way of self-actualization, however the spiritual dimension of personality is missing, which would enable then to transcend their behavior. Only then, when students would transcend their behavior in the sense that they would help others to find self-fulfilment and realize their potential, could they exceed their egocentrism, which is now present in the feature of pleasantness as a personal characteristic. In this way they would become more open (extroverted) to the world in which they live.