DEPRESSION AND MOTIVATION IN EDUCATIONAL SETTINGS

Abstract

Education is not merely a cognitive domain but a psychosocial process shaped by learners’ emotional well-being and motivation. Among mental health conditions affecting students, depression poses a significant challenge due to its early onset, high prevalence, and pervasive influence on motivation, attention, and engagement in learning. This chapter examines the complex relationship between depression and academic motivation within educational settings, drawing on psychological, psychiatric, and occupational therapy perspectives. Depression is conceptualized as a biopsychosocial condition that disrupts neurocognitive processes essential for learning, including executive functioning, reward processing, and self-regulation, thereby undermining students’ capacity to sustain motivation and participate meaningfully in education. Psychological theories, particularly Self-Determination Theory, are used to explain how depressive symptoms erode autonomy, competence, and relatedness, leading to academic amotivation. An occupational therapy perspective further highlights how depression interferes with volition, routines, and role performance, positioning learning as a disrupted occupation rather than a lack of effort or discipline. The chapter also adopts a bioecological framework to illustrate how school climate, teacher relationships, and institutional practices shape mental health and motivation over time. Further, it highlights the importance of mentally healthy educational systems, advocating for early identification, school-based mental health services, and interdisciplinary collaboration. Integrating occupational therapy and mental health-informed educational practices offers a pathway toward inclusive, supportive, and motivation-sustaining learning environments.