From Avoidance to Participation: Motives and Socio-Emotional Learning

The development of social and emotional skills (Social and Emotional Learning) is a fundamental factor in students’ school integration, academic readiness and overall psycho-social well-being. This paper focuses on the contribution of Motivation Theory and specifically Self-Determination Theory, to the development of social and emotional skills in elementary school. Within this theoretical framework, this paper presents the findings of a qualitative study that examines the perceptions and experiences of elementary school teachers regarding student motivation and its connection to social and emotional learning. The study was based on semi-structured interviews with elementary school teachers, which were analyzed using thematic analysis. The results show that teachers recognize the importance of incentives in student behavior; however, institutional, time-related, and pedagogical constraints make it difficult to implement them. The findings underscore the need for targeted educational interventions that incorporate motivational principles into the curriculum and school culture.