The Reciprocal Relationship Between Executive Functions And Motivation In Early Childhood: A Comprehensive Review
Keywords:
Executive function, motivation, early childhood, mastery motivationAbstract
Executive functions (EF) and motivation are two critical constructs in early childhood development, each independently linked to positive developmental and academic outcomes. While a growing body of research has explored these constructs separately, a comprehensive synthesis of their interrelationship is needed to fully understand their combined impact. This review integrates findings from a broad range of literature to propose a reciprocal feedback loop model wherein executive functions and motivation are mutually reinforcing. The paper synthesizes evidence demonstrating how core EF components—working memory, inhibitory control, and cognitive flexibility—provide the cognitive architecture for sustained, motivated behavior. Simultaneously, it illustrates how intrinsic motivation, particularly mastery motivation, drives a child's engagement in complex activities that inherently strengthen and refine their executive functions. The review also identifies key moderating factors, including the quality of the teacher-child relationship and the educational environment. It concludes by proposing a new, integrated pedagogical framework that leverages strategies such as play-based learning and nature-based education to simultaneously foster both cognitive and motivational skills. The findings of this review underscore the importance of moving beyond a fragmented view of early development to adopt a holistic approach that recognizes the dynamic interplay between executive function and motivation as a cornerstone of school readiness.
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