<![CDATA[Low learning motivation among adolescents has become a significant issue in modern education, particularly due to increasing digital distractions and cognitive changes during developmental stages. This study employs a qualitative method through library research to analyze how the cognitive approach explains the factors contributing to low learning motivation, including negative thinking patterns, low self-efficacy, and dysfunctional attributions. The findings indicate that maladaptive beliefs and a fixed mindset significantly reduce adolescents’ academic engagement, while cognitive interventions such as cognitive restructuring, self-efficacy enhancement, and metacognitive training effectively improve learning motivation. In addition to internal factors, excessive exposure to digital media also worsens self-regulation and attention. These results highlight that the cognitive approach is a relevant and effective strategy to enhance adolescents’ learning motivation by modifying their thought patterns and strengthening self-regulatory abilities]]>
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