Document Type : Original Article

Author

• Es-haq Akbari

Humanities Center of Al-Mustafa Al-Alamiya University, Faculty of Educational Psychology, Department of Educational Sciences

Abstract

Motivation, as a fundamental component of the educational process, plays a pivotal role in shaping learning behaviors, nurturing personality, and fostering inner growth. This comparative study analyzes the motivational components within the frameworks of Islamic thought and humanistic psychology. In the Islamic educational paradigm, motivation is rooted in innate divine nature (fitrah), the human inclination toward absolute perfection, and the intrinsic desire for nearness to God. It emphasizes transcendent values, purposeful existence, and ethical responsibility. In contrast, the humanistic approach—represented by theorists such as Maslow and Rogers—defines motivation in terms of autonomy, self-actualization, and the fulfillment of cognitive, emotional, and experiential needs. The findings indicate that although both perspectives underscore the foundational role of motivation in education, they diverge significantly in the nature of motives, the ultimate goals of education, and the criteria for evaluating its success. The results highlight the unique capacity of Islamic education to foster deep, sustainable, and value-oriented motivation, thereby directing the learner toward spiritual excellence, moral development, and social responsibility.

Keywords

• Educational motivation
• Islamic education
• Humanistic psychology
• Divine nature (Fitrah)
• Self-actualization
• Purposeful education
• Comparative approach
• Sustainable motivation

Main Subjects

• Duties of coaches in training