In the article “Motivational Process in Learning: A Comparative Analysis of Cognitive and Sociocultural Frameworks” the authors Robert Rueda and Myron H. Dembo discuss the fundamentals of cognitive development in motivation and the role of a teacher in the classroom according to the sociocultural perspective. Rueda and Dembo introduce the different components of motivation in students learning. Some of the concepts introduced include: goal theory and settings, task value beliefs, self –efficacy beliefs, failure-avoiding students, learned helplessness, and self-worthy theory. All these concepts deal with how the learner perceives their abilities in the classroom and how it may affect their actual performance. For instance a student may demonstrate learned helplessness by not putting forth substantial effort because they feel that they have no control of the out come. With out the confidence there is no effort, and in consequence the results are not rewarding. The manner in which the students set goals for themselves is also relevant in creating self esteem. By setting goals too high or below expectations, may result in diminishing confidence. The subject matter and relevance to the students’ attention is also a huge factor when developing cognitive motivation.

With the basis of these concepts, Rueda and Dembo relate cognitive development to the sociocultural perspective. In this perspective, a students background and culture contribute a great deal in how the students “think, feel, and act but in addition provides a context for how it is displayed” (pg 267). The setting and social contexts are also a important factor when looking at the cognitive development in the sociocultural perspective. “Motivation is not viewed as characteristics of the individual but of the individual –in-action within specific contexts” (pg 267). The students do not learn independently but also from each other according to the context, setting, and environment. In effect, motivation is a way to describe a student, i.e. whether or not they are observed to be learning or not.

As an instructor it is important to fully understand the teacher role according to the sociocultural perspective. The teacher is thought to be mediation or a person to provide “assisted performance at a level just above what the learner can independently accomplish” (pg 278). The acronym TARGET is used to remember the six intervention strategies: Task, authority, recognition, grouping, evaluation, and time. The sociocultural analysis depicts motivation as being socially negotiated (What captures there attention), socially distributed, and context specific. The students must be able to stay on task on there own, or self-regulate, in order to achieve the goals they set for themselves. It is a teacher’s responsibility to not motivate themselves, but to instruct them how to self-regulate, and accomplish the goals they set for themselves. The sociocultural method suggests that teachers use the students culture and background as a basis to help the student self-regulate. In conclusion, social contexts, subject importance to the learner and cultural background of the student is directly related to the motivation of the student, and should be considered tact to help teachers instruct their students.