NEURODIDACTIC STRATEGIES FOR INCREASING MOTIVATION AMONG HIGH SCHOOL STUDENTS IN LEARNING PSYCHOLOGY

<doi>10.24250/jpe/SI/2026/MGN/DCM</doi>

Abstract

The article presents the results of a pedagogical
research that capitalizes on neurodidactic strategies
applied in learning Psychology in high school by
creating an attractive educational environment that
supports neuroplasticity and stimulates the secretion
of "learning molecules" (dopamine, serotonin,
noradrenaline, acetylcholine, endorphins) and that
facilitates dynamic learning through activities
adapted to the nervous system's functioning style. It is
known that the modern instructional-educational
process emphasizes the involvement and active
participation of students in their own learning, with
the teacher playing more of a facilitator and learning
partner. Neurodidactic strategies prove their
effectiveness in educational practice by being
adapted to students' interests and learning styles,
promoting student involvement, collaboration and
leading to increased learning motivation. Motivation
is considered an essential factor in learning, as it
facilitates and guides student behavior. This is
influenced by neurotransmitters such as dopamine,
oxytocin, serotonin and endorphins, considered the
"happiness
chemicals".
Dopamine
supports
motivation and reward, oxytocin promotes trust and
cooperation, serotonin contributes to emotional
balance and concentration, and endorphins reduce
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Journal Plus Education
Vol. XLI no. SI/ 2026
p. 369-390
stress and increase well-being. Through interactive
activities based on neurodidactic strategies, teachers
can stimulate these chemical compounds, facilitating
collaborative, engaging learning and active student
participation. The research results highlight the
impact of interactive activities carried out in the
Psychology (high school) subject based on
neurodidactic strategies on the learning motivation of
41 high school students from the city of Pitesti, Arges
County.