THE INTERRELATIONSHIP BETWEEN COGNITIVE PROCESSES IN CHESS AND LEARNER MOTIVATION

Abstract

This study examines the intricate interrelationship between cognitive processes involved in chess and students’ motivation to learn. Chess, as a cognitively demanding activity, requires advanced problem-solving, memory, and strategic planning skills, which in turn may influence motivational constructs such as intrinsic interest, self-efficacy, and goal orientation. By synthesizing empirical findings from diverse educational and psychological research traditions, this paper identifies how engagement in chess can facilitate the development of higher-order cognitive functions that support academic learning and enhance motivational dynamics. Furthermore, the study explores theoretical frameworks that account for motivational shifts resulting from deliberate practice in cognitively challenging tasks like chess. Results suggest that the cognitive rigour inherent in chess can act as both a catalyst and an indicator of heightened learner motivation, contributing to educational strategies aimed at fostering lifelong learning dispositions.