Abstract:
Motivation is an important psychological concept in both Buddhist and western education
psychology. These two traditions have commonalties in their teachings regarding the
motivational strategies which we practise in classroom education. Hence, the main objective of
this paper was to offer a comparative examination of motivational strategies in Buddhist and
western educational psychology. When conducting this research study, it was expected to do it
from critical and analytical perspectives in combination with descriptive and explanatory
methods from the study of teachings in SuttaPitaka. Furthermore, research papers, books,
keynote addresses and papers presented in local and international conferences by previous
scholars regarding motivation and motivational strategies in Buddhist and western education
psychology were examined as secondary sources to direct the research paper towards a more
critical approach. According to research findings it can be argued that while the concept
‘motivation’ in western education psychology is somewhat similar to its Buddhist counterpart,
there are some lessons that can be derived from Buddhist psychology to direct motivational
theories in western psychology towards a more fruitful approach. Moreover, most of the
motivational strategies used in western education psychology can be identified in Buddhist
psychology too. Therefore, it suggests that some motivational methods in western psychology
were not introduced by western psychologists. Moreover, it is possible to explore ways in which
motivation in Buddhist and western education psychology can inform each other and enrich
each other’s insights. This study contributes to the enhancement of knowledge among teachers,
principals, curriculum developers, theory makers and psychologists, at both the theoretical and
the practical level, to use motivational strategies in an effective way and improve the quality of
education to ensure that children receive a sound education and to prevent them from dropping
out of school.
