Katashev VG Study of motivation for vocational training. Research project Characteristic features of motivating students to learn

THE INFLUENCE OF PROFESSIONAL MOTIVATION OF STUDENTS ON THE FORMATION OF SOCIAL VALUE ORIENTATIONS TO THE PROFESSION

Researchers now have no doubt that student performance depends mainly on the development of learning motivation, and not only on natural abilities. There is a complex system of interrelationships between these two factors. Under certain conditions (in particular, with a high interest of the individual in a specific activity), the so-called compensatory mechanism can be activated. At the same time, the lack of abilities is compensated by the development of the motivational sphere (interest in the subject, awareness of the choice of profession, etc.), and the student achieves great success.
However, the point is not only that abilities and motivation are in dialectical unity, and each of them influences the level of academic performance in a certain way. Studies have shown that strong and weak students differ not at all in intellectual indicators, but in the degree to which they have developed professional motivation. Of course, this does not at all follow that abilities are not a significant factor in learning. Such facts can be explained by the fact that the existing system of competitive selection, one way or another, conducts selection of applicants at the level of general intellectual abilities. Those who make it through the selection and make it to the freshmen generally have roughly the same ability. In this case, the factor of professional motivation comes first; one of the leading roles in the formation of "excellent students" and "troechnik" begins to play the system of internal motivations of the individual to educational and cognitive activity. In the sphere of professional motivation itself, a positive attitude towards the profession plays a crucial role, since this motive is associated with the ultimate goals of training.

With regard to the educational activity of students in the system of special education, professional motivation is understood as a set of factors and processes that, reflected in the mind, induce and direct a person to study future professional activity. Professional motivation acts as an internal driving factor in the development of professionalism and personality, since only on the basis of its high level of formation, it is possible to effectively develop professional education and personality culture.

At the same time, the motives of professional activity are understood as the awareness of the subjects of the actual needs of the individual (obtaining education, self-development, self-knowledge, professional development, increasing social status, etc.), which are satisfied by completing educational tasks and encouraging him to study future professional activities.

If a student understands what kind of profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. Research carried out in the system of primary vocational education and in higher education fully confirms this position.

Through experiments, it was found that 1st year students are most satisfied with their chosen profession. But during all the years of study, this indicator has been steadily decreasing until the last year. Despite the fact that shortly before graduation, satisfaction with the profession turns out to be the least, the very attitude towards the profession remains positive. It would be logical to assume that the decrease in satisfaction was caused by the low level of teaching in a particular educational institution. Nevertheless, one should not overestimate the maximum satisfaction with the profession in the first year of study. First-year students, as a rule, rely on their ideal ideas about their future profession, which, when faced with realities, undergo painful changes. However, something else is important. Answers to the question "Why do you like the profession?" testify that the leading reason here is the idea of \u200b\u200bthe creative content of future professional activity. For example, students mention "the opportunity for self-improvement", "the opportunity to engage in creativity", etc. As for the real educational process, in particular, the study of special disciplines, here, as research shows, only a small number of first-year students (less than 30% ) focus on creative teaching methods. On the one hand, we are faced with high satisfaction with the profession and the intention to engage in creative activity after graduating from the technical school, on the other, the desire to acquire the basics of professional skill mainly in the process of reproductive educational activity. Psychologically, these positions are incompatible, since creative incentives can be formed only in an appropriate creative environment, including the educational one. Obviously, the formation of real ideas about the future profession and the ways of mastering it should be carried out starting from the 1st year. Despite the research carried out in other educational institutions, in our technical school, in particular in the specialty 140613, a different picture is formed. In the first year, our students very often have a poor idea of \u200b\u200bthe nature of the specialty and study because it is necessary

Thus, the formation of a positive attitude towards the profession is important factor improving the educational performance of students. But a positive attitude in itself cannot be significant if it is not supported by a competent understanding of the profession (including an understanding of the role of certain disciplines) and is poorly connected with the ways of mastering it. So it is unlikely that the training will be successful if it is built only according to the principle depicted in the poem "Who to be?" Mayakovsky: "It's good to be ... - let them teach me."

Obviously, a number of questions should be included in the range of problems associated with studying the attitude of students to their chosen profession. It:

1) satisfaction with the profession;

2) dynamics of satisfaction from course to course;

3) factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential-psychological, including gender and age;

4) problems of professional motivation, or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession.

These individual moments, as well as the attitude towards the profession as a whole, affect the effectiveness of students' educational activities. They, in particular, affect the general level of professional training, and therefore this problem is included in the number of issues of pedagogical and socio-pedagogical psychology. But there is also an inverse relationship: the attitude to the profession is undoubtedly influenced by various strategies, technologies, teaching methods; social groups also influence him.

Another important factor is associated with the motive of creativity in future professional activities, the craving for creativity and the opportunities that work in the specialty presents for this. Studies have shown that this factor is more significant for successful students, less important for non-successful students. The formation of a creative attitude to various types of professional activity, stimulation of the need for creativity and the development of abilities for professional creativity are necessary links in the system of professional training and professional education of the individual.

Despite the fact that satisfaction with the profession is determined by many factors, its level lends itself to probabilistic forecasting. Obviously, the effectiveness of such a forecast is determined by the complex of methods that will be used to diagnose the interests and inclinations of the student's personality, his attitudes, value orientations, as well as characterological characteristics.

Correct identification of professional interests and inclinations is an important predictor of future occupational satisfaction. The reason for the inadequate choice of profession can be both external (social) factors associated with the impossibility of making a professional choice according to interests, and internal (psychological) factors associated with insufficient awareness of their professional inclinations or with an inadequate idea of \u200b\u200bthe content of future professional activity.

The formation of a stable positive attitude to the profession is one of the pressing issues of pedagogy and educational psychology. There are still many unsolved problems here. In modern conditions of the dynamic development of professional knowledge, due to the requirements imposed on the individual for continuous professional education and improvement, the further development of this problem is becoming increasingly important. Its specific solution largely depends on the joint efforts of a teacher of general education disciplines and teachers of special disciplines - both at the stage of career guidance work at school and in the process of vocational training. These efforts mainly boil down to providing the individual with competent psychological and pedagogical assistance in her search for a profession for herself and herself in the profession. Of course, this is not an easy task, but it is important and noble, because its successful solution will help a person to prevent the transformation of his future professional destiny into a path without goals and guidelines.

For the successful implementation of this task, the educational institution must create the following conditions:

1. Inclusion of the student in various types of professionally oriented educational activities.

2. Maximum professionalization of training.

3. Widespread use of various educational technologies.

4. Purposefulness of courses in teaching social pedagogy, social work, psychology.

5. Organization of professional practice.

6. Formation of professionally significant personality traits of a future specialist in social work.

7. Formation of an individual style of activity

8. Formation of a humanitarian culture of a specialist.

9. Reliance on the student's personal life experience in the preparation process

There are many methods for studying the professional motivation of students, one of them is proposed

"Methodology for determining the motivation of learning" (Katashev V.G.)

The methodology for measuring the motivation of professional training of students can be presented in the following form: based on the levels of motivation described in the text, students are offered a set of questions and a series of possible answers. Each answer is evaluated by students with a score from 01 to 05.

01 - confidently "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confidently "yes"

Motives questionnaire

1 question. What prompted you to choose this profession?

Answers

I'm afraid of being unemployed in the future.

I strive to find myself in this profile.

Some subjects are interesting.

It's fun to learn here.

I teach because everyone demands.

I teach to keep up with my comrades.

I teach because most of the subjects are necessary for the profession that I have chosen.

I believe that it is necessary to learn all subjects

2 question. How do you explain your attitude to work in the classroom?

Answers

I work actively when I feel that it is time to report.

I work actively when I understand the material.

I work actively, trying to understand, as these are the necessary subjects.

I work actively because I like to study.

3 question. How do you explain your attitude to the study of specialized subjects?

Answers

If it were possible, I would skip unnecessary classes.

I only need knowledge of individual subjects or topics that are necessary for a future profession.

It is necessary to study only what is necessary for the profession.

You need to study everything, because you want to learn as much as possible, and it's interesting.

4 question. What is your favorite class job?

Answers

Listen to the teacher's lectures.

Listen to student speeches.

Analyze, reason, try to solve the problem yourself.

When solving a problem, I try to get to the bottom of the answer myself.

5 question. How do you feel about special subjects?

Answers

They are difficult to understand.

Their study is necessary for mastering the profession.

The study of special subjects made the study interesting.

Special subjects make the learning process focused and you can see what basic disciplines are needed.

6. Now about everything!

Does it often happen in class that you don't want to do anything?

If educational material difficult, do you try to understand it to the end?

If you were active at the beginning of the lesson, do you stay that way until the end?

Faced with difficulty understanding new material, will you put in the effort to fully understand?

Do you think it would be better not to study difficult material?

Do you think that in your future profession, much of what you study will not be useful?

Do you think that for life it is necessary to learn more or less everything?

Do you think that you need to have deep knowledge in special disciplines, and the rest, if possible?

If you feel that something is not working out for you, then the desire to learn disappears?

What do you think: the main thing is to get the result, no matter in what ways?

When solving a problem or solving a difficult problem, are you looking for the most rational way?

Do you use additional books and reference books when studying new material?

Do you find it difficult to get involved in the work and do you need any jolts?

Does it happen that it is interesting to study at the university, but you don't want to be at home?

Do you continue to discuss what you have learned in class, after lectures, at home?

If you haven't solved a difficult problem, but you can go to the cinema or take a walk, then will you begin to solve the problem?

When doing your homework, do you hope for someone's help and would not mind cheating from your comrades?

Do you like to solve typical problems that are solved according to the model?

Do you like tasks that require reflection and which you do not know how to approach?

Do you like assignments where it is necessary to put forward hypotheses, substantiate them theoretically?

Literature

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Zakharova L.N. Personal characteristics, styles of behavior and types, professional self-identification of students of a pedagogical university // Questions of psychology, 1998. - No. 2.

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Klimov E.A. Some psychological principles of preparing young people for work and the choice of a profession. Psychology issues. 1985 - No. 4.

E.A. Klimov Psychology of professional self-determination. Rostov on Don, 1996.

Komusova N.V. "Development of motivation to master a profession during the period of study at a university" - L., 1983.

Kon IS Psychology of early youth. [Textbook. Manual for ped. in-tov]. - M., 1976.

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Internet resources:

K.G. Krechetnikov "Taking into account motivational aspects in the design of funds information technologies training ".

http://www.gumer.info/bibliotek_Buks/Pedagog/Bordo/09.php Bordovskaya N., Rean A. Pedagogy.

The features of the formation of the motives of the educational activities of students who, in parallel with training, participate in labor activities, are considered, and the main problems of full-time students in secondary employment are considered. The authors provide an analysis of educational motivation, dynamics, hierarchy of motives for teaching working bachelors during all student years. It highlights and describes not only domestic, but also foreign experience in the formation of motivational attitudes that contribute to improving the quality of education. Particular attention is paid to the variety of the most significant motivational aspects. Attention is drawn to how the correct motivation has a positive effect on the personal attitudes of students. The system-forming motives of the educational motivation of students of different courses of study are structured, problem areas in the educational activities of students are established, the ways of the future development of educational motivation of students who have secondary employment are indicated. The authors also reveal the basic concepts of motivation, goals and objectives of its increase, highlight significant changes in its formation for the studied category of students. The conclusion is made about how important it is to take seriously the qualitative definition by teachers of the trends in the development of educational motivation of working students.

learning motivation

motives of learning

students

secondary employment

teacher Education.

1. Zhdanova S.Yu. The style of educational activity and its development: dis. ... Cand. psychol. Sciences: 19.00.01 / Zhdanova Svetlana Yurevna. - Perm, 1997 .-- 213 p.

2. Gerchikov V.I. Personnel management: the employee is the most effective resource of the company. Textbook. allowance. INFRA - M., 2007 .-- 282 p.

3. Rogov M. Motivation of educational and commercial activity of students / M. Rogov // Higher education in Russia. - 1998. - No. 4. - S. 90-96.

4. Rakhmatullina F.M. Motivational basis of educational activity and cognitive activity of a person - Kazan: 1981. - pp. 90-104.

5. Afanasenkova, EL Motives of teaching and their change in the process of teaching university students: Dis. Cand. psychol. Sciences: 19.00.07 / E. L. Afanasenkova. - Moscow, 2005 .-- 204 p.

6. Efremova N.F. Motivational aspect of independent assessment of students' achievements / Russian psychological journal. - 2017. - T. 14, No. 2. - S. 227-244.

7. Efremova N. F. Increasing motivation due to an objective assessment of the achievements of students // The Unity of Science: International Scientific Pereodical Journal. - 2016. - No. 4–1. - P. 27-30

8. Chirkina S.E. Motives of educational activity of a modern student / S.E. Chirkina // Education and self-development. - 2013. - No. 4 (38). - S. 63-89.

Today in our country, in the process of transition to a two-level system of higher education, the problem of training specialists is becoming increasingly important. In the light of the new paradigm of education in universities, this problem is gaining new momentum. It should be noted that the professional development of students is a complex process, which is due to various factors of a psychological, social, pedagogical and personally significant order. Among the main factors that ensure the success of the development of educational programs, we will name the adequacy of the motivational sphere of students to their goals and objectives of education.

During the years of the USSR and the beginning of the era after it, the classic image of a full-time student was formed. He was directed not only to the educational process, but also to the personal, professional Development... The economic and social reforms that have taken place in our country over the past twenty years have made certain changes in the higher education system. Factors such as small scholarships, the commercialization of the educational sphere forced students to participate in production activities along with training. Now in Russia the phenomenon of the "working student" is a widespread phenomenon. As V.I. Gerchikov (Russian sociologist, doctor of sociological sciences, professor, certified management consultant), recently about 75% of full-time students combine their studies with regular work, getting secondary employment. If we compare a student who is working and not working, then we can clearly see their differences in academic performance in the university, in relationships with other students and teachers. Secondary employment of students leads to the fact that life values \u200b\u200band semantic attitudes of the younger generation are changing greatly. In addition, learning motivation changes significantly.

If we consider the degree of study of the motives of the educational activities of students, then recently we have seen a lot of interesting works. For example, M.G. Rogov comes to the conclusion that the main motives of students' educational activities are the motives of personality development, the motives for achieving success. Other authors believe that educational activity is mainly characterized by 3 types of motives: cognitive, professional, and the motive for achieving success.

The general trend in many studies of the problems of assessing the success of students is that the assessment function is the most important factor in enhancing activity, subject to the level of knowledge and acquisition of skills.

In his dissertation work, E.L. Afanasenkova obtained results that reflect the differences in the dominant motives of educational activity among students of different specialties. For example, among engineering students, the main motives for learning are pragmatic and professional motives. Humanities students put cognitive, professional, and social motives of personal prestige to the fore. In addition, there are strong tendencies to avoid failure, focus on external stimuli in learning.

When studying at a university, the psychological characteristics of the educational activity of students change, which means that the hierarchy of educational motives changes in different courses. In some pedagogical works, questions are raised about the dynamics of changes in the hierarchy, the motives of students' learning during the entire period of study at the university.

Based on our own experience and the experience of researchers of this problem, we can establish that in the first year students have high educational and professional motives. In the second and third year, the overall intensity of motivational components decreases, the hierarchical system is destroyed. Fourth, the decrease in the motivational environment is increasing. The peculiarity lies in the fact that against the background of a decrease in level indicators, the level of integration and awareness of various forms of motivation for learning grows. So, a single, integral system is being formed.

In the work of E.L. Afanasenkova presents the following features of motivating students to learn:

the severity of negative motivation for learning in almost all courses;
a tendency towards a decrease in cognitive, professional motives in the second year, social motives - in the third year;
there is a strategy of avoiding failures - as the main strategy among the overwhelming majority of students.

Such data indicate that there is a polymorphic structure of motivation of students who study in one or another specialty of their university.

In order to carry out research to identify motivational characteristics, dynamics, areas of change in educational motivation among working students, the following diagnostic tools are used in practice:

the methodology "Determination of the motivation of students' learning" (VG Katashev), which makes it possible to establish the levels of motivation for educational activities students;
methodology "Diagnostics of educational motivation of students" (VA Yakunin, AA Rean). The technique allows you to determine the motives of educational activity (professional, communicative, cognitive, broad social, motives of creative self-realization).

In our study, the Internet survey was attended by 1980 respondents. Percentage distribution of employed as well as non-working students in each course of study is: first year students - 7.1% of employed; second-year students - 15.7% of the employed; third-year students - 17% of the employed; fourth-year students - 27.8% of the employed. Students who do not combine work and study - 32.4% (Fig. 1).

Figure 1 - Percentage of working students by course.

Often, the academic performance of working students is quite high, continues to rise until the third year, and in the fourth year it decreases slightly. The reason for this is the expansion of the range of personal and professional interests.

Senior students show sufficient motivation for professional, educational activities, for self-knowledge and self-development. At the same time, working students have lower learning motivation than first-year students. This situation is directly related to a certain decrease in student performance, due to a change in the essence of teaching, an increase in the holistic dissatisfaction with education in senior years.

It is necessary to focus on the existing classification of educational motivation of students:

cognitive motives;
educational and cognitive motives i.e. orientation towards methods of obtaining knowledge;
traditional historical motives, i.e. reinforced stereotypes over time;
utilitarian and practical motives i.e. striving for self-education;
pragmatic motives, i.e. the desire to receive a decent remuneration for their work;
broad social motives, i.e. the desire to assert their social status through teaching;
aesthetic motives, i.e. getting pleasure from learning;
professional value motives;
motives of social and personal prestige;
status-positional motives;
failure avoidance motive;
communicative motives;
unconscious motives.

In the hierarchy of motives for education, students have the following motives:

motives of a communicative plan, professional motives, motives of prestige - in the first year;
communicative motives, educational and cognitive motives - in the second year;
motives of creative self-realization, professional and communicative motives - in the third year;
motives of creative self-realization, educational, cognitive and social motives - in the fourth year.

The least significant educational motive (occupying the last place in the hierarchy of motives) for working students is the motive of avoiding failures, with the exception of third-year students, who have the least expressed the motive of prestige.

The obtained results of our survey partially confirm the previously published data on the state of educational motives of students, which include professional and cognitive motives (S.Yu. Zhdanova (1997), F.M. Rakhmatullina (1981), etc.), as well as research by the authors scientific work - A.R. Drozdikova-Zaripova, E.I. Murtazina, R.Sh. Kasimov on the basis of the Kazan Federal University.

Students' choice of specific motives tells us that students intend to master professional competencies... There is an orientation towards the acquisition of new knowledge and satisfaction from the process of cognition itself, interest is shown in the methods of self-regulation of educational work, the rational organization of one's own educational work, in methods scientific knowledge... The methods of obtaining knowledge are becoming more independent and perfect due to the desire for self-education.

At the same time, the following patterns are found among working students:

among freshmen, the motive of prestige plays an important role in the process of acquiring knowledge. This is mainly due to the desire to obtain or maintain a high social status;
the leading motive of educational activity is the communicative motive. It is realized as professionally significant in any profession;
the professional motive noticeably loses its consistency by the fourth year of study;
a gradual decrease in the degree of significance of the studied motives can be traced among students throughout the years of study;
the motive of creative self-realization receives priority in the last courses. This is due to the fact that there is a need for the practical realization of one's own potential at a specific workplace (to be creative in solving problems), which often does not correspond to the education received at the university. It is also associated with the desire to more fully identify and develop their abilities, to be creative in solving problems.

The motivational component of creative educational and cognitive activity is worthy of close attention and actualization, especially in the first courses of study. First of all, it is characterized by an emotionally positive attitude to the content and process of activity, which manifests itself in an increase in the intellectual level and is characterized by curiosity, sensitivity to problems, surprise in the detection of contradictions, increased efficiency and dedication, confidence, joy of learning, creative interest, a sense of passion, desire for creative achievements. This is expressed in the choice of creative works by students, in the desire to perform additional tasks aimed at deepening knowledge, in the ability to mobilize oneself to overcome difficulties arising in the process of creative, educational and cognitive activities. Motivation determines the effectiveness of subsequent activities, since it is its motivating force. The interrelation of motives and goals of activity is important for the student's creative self-realization. The transformation of goals into a motive for activity is a significant value of the educational and cognitive process, since an objectively significant goal becomes personally significant, subjectively accepted by students.

It is also interesting that during all the years of study, the social motive occupies low ranks in the hierarchy of students' educational motives. Thus, it should be noted that some of the motives of learning by students are not fully understood, and, therefore, it is important for teachers to clearly and correctly determine the trends in the development of students' learning motivation.

Another important aspect should be emphasized: the motivational sphere of working subjects is rather rigidly structured. This circumstance must be taken into account when drawing up a formative program, taking into account the need to expand the choice of ways to develop students' learning motivation.

Based on the results obtained from many scientific sources and the data studied, the following conclusions were made:

confirmed the evidence from researchers that there is an increasing number of full-time students working;
motives are a mobile system, therefore they can be strengthened, weakened and even changed during learning, if we take into account the dynamics, the hierarchy of change in each course, the educational system in modern world should become more flexible;
we must not forget that the success of the process of professional, educational activity depends on the motives that determine these types of activity;
there are certain moments in the development of motivation that form the genesis of motivation for students' learning activities, which has its own critical positions. For example, the weakening of educational motivation in the second year is associated with a period of "disappointment" in the profession;
students who have a job need to spend more time on the part of the faculty, teaching staff - to create conditions in which educational motivation will develop;
taking into account the peculiarities of the structure in the educational motivation of working students of the university makes it possible to identify new directions in the development of pedagogical, psychological approaches when solving issues regarding the optimization of cognitive activity, the organization of students' independent work.

It is impossible without knowledge of the sources of motivation, their nature and structural features to form effective methods of practical management of motivation.

Motivation is a complex process that combines two large levels: the basic one, which includes the root causes and sources of behavior, and the mediated one, which includes an assessment of the relationship of forthcoming efforts with their results.

Motivation is the most important function of managing human behavior, socially organized systems. Due to its complexity and specificity, this function acquires a relatively isolated character, and its implementation becomes the subject of motivational management. It is based on the study and practical use of the influence of motivation on the performance of the employee (group) of the organization. This influence is very individual and depends on many factors of the internal and external development environment.

Bibliographic reference

Zakarlyuka D.S., Galushka M.A. ANALYSIS OF THE LEVEL OF LEARNING MOTIVATION OF WORKING STUDENTS // International Student Scientific Bulletin. - 2018. - No. 5 .;
URL: http://eduherald.ru/ru/article/view?id\u003d18911 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"

Non-material incentives for staff. Appendix to the magazine Handbook of personnel management (Document)

Zakharova T.I., Gavrilova S.V. Work motivation: Educational-methodical complex (Document)

Vardanyan I.S. National and Country Aspects of Personnel Motivation (Document)

Abstract - Baroque style in architecture (Abstract)

UEFA. UEFA Directives governing the UEFA Coaching Convention and the UEFA Coach Education Program (Document)

V. V. Radaev How to Organize and Present a Research Project 79 Simple Rules (Document)

n1.docx

II.Experimental study of motivation of students of pedagogical specialties
Object of study - 1st year students of the Faculty of Pedagogy and Psychology of MarSU (Yoshkar - Ola).

goal– explore the nature of the motives that induce students to study.
Research objectives:

1) Study the structure of the motivational sphere of students;

2) Determine the predominant type of professional motivation (internal, external motivation) in the group;

3) Determine the level of motivation for vocational training.

2.1.Analysis of the methodology for determining the motivation of learning (Katashev V.G.)

The methodology for measuring the motivation of vocational training of students can be presented in the following form: based on the levels of motivation described in the text, students are offered a set of questions and a series of possible answers. Each answer is evaluated by students with a score from 01 to 05.

01 - confidently "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confidently "yes"

Scaling is done by students in a special card (see Appendix 1).

Since the motivation of a person consists of volitional and emotional spheres, the questions are, as it were, divided into two parts. Half of the questions (24) involves identifying the level of conscious attitude to learning problems, and the second half of the questions (20) is aimed at identifying the emotional and physiological perception of various types of activity in changing situations.

(For the questionnaire of motives, see Appendix 2)

When filling out the motivation scale, students assess each question and fill out each cell. The instructor then adds the scores horizontally in the rightmost vertical row. The vertical numbering of the first row scales indicates not only the numbers of the questions, but also the level of motivation.

Each scale corresponding to one or another level of motivation can score from 11 to 55 points without taking into account the number 0. The number of points on each scale characterizes the student's attitude to various types of learning activities, and each scale can be analyzed separately.

The scale, which differs from others in a large number of points, will indicate the level of motivation for studying at the university. Having calculated the arithmetic mean for each scale for the group, you can get the general, group level of motivation.
Table 1 - Determination of the level of motivation for teaching students in the university.

Student code	Low level of motivation (in points)	Average level of motivation (in points)	Normal level of motivation (in points)	High level of motivation (in points)	Prevailing level of motivation
01-PS 11	35	40	40	43	High level
02-PS 11	33	41	39	30	Average level
03-PS 11	38	42	37	43	High level
04-PS 11	32	43	48	53	High level
05-PS 11	30	34	38	35	Normal level
06- PS 11	30	31	40	25	Normal level
07- PS 11	35	38	37	39	High level
08- PS 11	33	38	43	43	High level
01-SD 12	36	39	46	45	Normal level
02-SD 12	28	37	36	40	High level
03-SD 12	36	36	37	33	Normal level
04-SD 12	30	40	44	42	Normal level
05-SD 12	35	43	45	39	Normal level
06-SD 12	26	34	38	45	High level
07-SD 12	32	30	35	34	Normal level
08-SD 12	34	44	41	40	Average level
09-SD 12	38	50	51	45	Normal level
01-DP 13	29	33	43	51	High level
02-DP 13	38	46	47	41	Normal level
03-DP 13	34	39	42	46	High level
04-DP 13	40	35	29	33	Low level
05-DP 13	40	48	50	46	Normal level
06-DP 13	32	38	35	36	Average level
07-DP 13	35	37	41	41	High level
08-DP 13	44	48	45	38	Average level
09-DP 13	25	34	39	48	High level
10-DP 13	41	41	47	48	High level
11-DP 13	35	42	44	49	High level
12-DP 13	39	39	37	34	Average level
13-DP 13	33	39	42	40	Normal level
14-DP 13	34	38	42	46	High level
15-DP 13	40	42	38	34	Average level
16-DP 13	42	41	45	46	High level
17-DP 13	37	43	47	53	High level
01-SP 14	31	44	41	49	High level
02-SP 14	34	29	30	32	Low level
03-SP 14	32	37	44	40	Normal level
04-SP 14	33	42	40	43	High level
05-SP 14	37	42	52	50	Normal level
06-SP 14	41	46	46	50	High level
07-SP 14	26	39	47	51	High level
08-SP 14	37	45	45	44	Normal level
09-SP 14	30	35	45	44	Normal level
10-SP 14	27	42	53	51	Normal level
11-SP 14	39	44	42	44	High level
12-SP 14	23	31	37	44	High level
13-SP 14	36	41	44	43	Normal level

Diagnosing students of the Faculty of Pedagogy and Psychology of MarSU gave the following results:

The total number of students who participated in the survey was 47.

High level of motivation - 22 people. \u003d 47%;

The normal level of motivation is 17 people. \u003d 36%;

The average level of motivation is 6 people. \u003d 13%;

Low level of motivation - 2 people. \u003d 4%.

The pedagogical interpretation of the survey results confirms the social stability of students of the third and second levels of motivation for learning, their professional purposefulness, and the desire to master a related additional profession.

Students of the first level of motivation for learning to the learning process are indifferent. At best, they show cognitive activity at the level of preventing claims from the educational part. At worst, it is looking for a way to replace the material equivalent of one's own manifestation of knowledge.

It is this part of the students who are more concerned with spending their leisure time, which dominates the distribution of time.

2.2. Analysis of the methodology for studying the motivation of student learning at the university
Goal: study of the structure of the motivational sphere of students.
The methodology consists of 36 points - judgments (see Appendix 4).

Judgments were rated at five point system:
5 points - very significant,
3-4 points - significant,
1-2 points are not significant.

For each student, a qualitative analysis of the leading motives of educational activity is carried out. For the entire sample (group), the number of points that make up one or another motivational structure is determined.

Table 2 - Motivational sphere of students.

(the decoding of the codes is given in Appendix 3)

Student code	Relevant professional motivation	Irrelevant professional motivation
01-PS 11	63 b. - 84%	68 b. - 65%
02-PS 11	49 b. - 65%	55 b. - 52%
03-PS 11	61 b. - 81%	74 b. - 70%
04-PS 11	66 b. - 88%	78 b. - 74%
05-PS 11	64 b. - 85%	64 b. - 61%
06-PS 11	47 b. - 63%	44 b. - 42%
07-PS 11	56 b. - 75%	75 b. - 71%
08-PS 11	59 b. - 79%	49 b. - 47%
01-SD 12	61 b. - 81%	69 b. - 66%
02-SD 12	57 b. - 76%	50 b. - 48%
03-SD 12	46 b. - 61%	50 b. - 48%
04-SD 12	61 b. - 81%	65 b. - 62%
05-SD 12	63 b. - 84%	67 b. - 64%
06-SD 12	59 b. - 79%	58 b. - 55%
07-SD 12	47 b. - 63%	38 b. - 36%
08-SD 12	64 b. - 85%	72 b. - 69%
09-SD 12	54 b. - 72%	81 b. - 77%
01-DP 13	68 b. - 91%	83 b. - 79%
02-DP 13	53 b. - 71%	64 b. - 61%
03-DP 13	67 b. - 89%	80 b. - 76%
04-DP 13	46 b. - 61%	69 b. - 66%
05-DP 13	67 b. - 89%	67 b. - 64%
06-DP 13	58 b. - 77%	70 b. - 67%
07-DP 13	60 b. - 80%	69 b. - 66%
08-DP 13	53 b. - 71%	80 b. - 76%
09-DP 13	67 b. - 89%	78 b. - 74%
10-DP 13	60 b. - 80%	70 b. - 67%
11-DP 13	69 b. - 82%	82 b. - 48%
12-DP 13	46 b. - 61%	49 b. - 47%
13-DP 13	64 b. - 85%	79 b. - 75%
14-DP 13	62 b. - 83%	75 b. - 71%
15-DP 13	59 b. - 79%	58 b. - 55%
16-DP 13	65 b. - 87%	68 b. - 65%
17-DP 13	71 b. - 95%	75 b. - 71%
01-SP 14	63 b. - 84%	74 b. - 70%
02-SP 14	38 b. - 51%	72 b. - 69%
03-SP 14	60 b. - 80%	61 b. - 58%
04-SP 14	70 b. - 93%	67 b. - 64%
05-SP 14	64 b. - 85%	70 b. - 67%
06-SP 14	65 b. - 87%	86 b. - 82%
07-SP 14	65 b. - 87%	64 b. - 61%
08-SP 14	64 b. - 85%	88 b. - 84%
09-SP 14	60 b. - 80%	49 b. - 47%
10-SP 14	61 b. - 81%	59 b. - 56%
11-SP 14	59 b. - 79%	66 b. - 63%
12-SP 14	47 b. - 63%	59 b. - 56%
13-SP 14	56 b. - 75%	64 b. - 61%

Based on this table, the following data can be inferred that:

Relevant professional motivation with intrinsic motivation to enter a pedagogical university, broad cognitive motives - 42 people. \u003d 89%;

Irrelevant professional motivation with external motivation for entering a university, narrow cognitive motives - 5 people. \u003d 11%.

2.3. Comparative analysis of the results

According to the results of the study of the motivational sphere of students (see Table 2), it can be concluded that the majority of students (42 people) have relevant professional motivation with intrinsic motivation to enter the university, broad cognitive motives, and only 5 people. have an irrelevant professional motivation with external motivation for entering a university, narrow cognitive motives.

Based on the foregoing, it can be noted that students enter the university with serious intentions to get an education, develop creative ideas, feel the need for constant intellectual and spiritual growth.

Regarding irrelevant motivation, we can say that students' motivation is not directly related to knowledge. Young people go to study in order to get a respite from military service. But, basically, students enter the university with the aim of obtaining a diploma, feeling the prestige of higher education in order to receive high-paying jobs in the future.

Fig. 1. The percentage of professional motivation of students to learn.

According to the results of the study of the motivation of students 'learning (the method of determining the motivation of the students' learning "(Katashev V.G.)), we can say that the majority of students (22 people, 47%) are characterized by a high level of motivation for learning in the university. Students with a normal level of motivation for learning make up 36% (17 people) of the total number of respondents, with an average level of motivation - 13% (6 people) and with a low level - 4% of students (2 people).

Fig. 2. Distribution of students by levels of learning motivation
Having made comparative analysis methods for determining the motivation of students' learning, a generalizing conclusion can be made - 1st year students of the Faculty of Pedagogy and Psychology have a high level of motivation for studying at a university. This is manifested in the following characteristics: focus on educational and professional activities, on the development of self-education and self-knowledge. They tend to carefully plan their lives with specific goals. A high need to preserve one's own individuality, strive for independence from others and a desire to preserve the uniqueness, originality of one's own personality, one's views and beliefs, one's own lifestyle, trying to succumb to the influence of mass trends as little as possible. The emergence of life plans, a heightened ability to feel into the state of others, the ability to emotionally experience these states as their own. Striving to achieve tangible and concrete results in any kind of educational activity. Ability for empathy, for an active moral attitude towards people, towards oneself and towards nature; ability to assimilate traditional roles, norms, rules of behavior in society. During this period of life, he decides in what sequence he will apply his abilities to realize himself in work and in life itself.

Conclusion
The psychological study of motivation and its formation are two sides of the same process of educating the motivational sphere of the student's personality integrity. Studying educational motivation is necessary to identify the real level and possible prospects, as well as the zone of its immediate influence on the development of each student. In this regard, the results of the study of the process of professional motivation showed new processes of the relationship between the social structure of society and the formation of new goals and needs among students.

In our work, we want to draw attention to the fact that in practice, the possibilities of studying professional motivation must be carried out at different stages of student personality development, since the result will be different depending on cognitive and broad social motives, as well as on levels; by the hierarchy of the educational motivational sphere, i.e. the subordination of direct impulses to their arbitrary, conscious forms; the harmony and consistency of individual motives among themselves; on the stability and stability of positively colored motives; by the presence of motives focused on a long time perspective; by the effectiveness of motives and their influence on behavior, etc. All this makes it possible to assess the maturity of the professional motivational sphere.

The paths of becoming and the peculiarities of motivation for each student are individual and unique. The task is, based on a general approach, to reveal in what complex, sometimes contradictory ways the formation of a student's professional motivation takes place.

Based on the results of the analysis, it can be stated that the state of professional motivation depends on whether the student evaluates educational activity in comparison with his own, real capabilities and level of aspirations, as well as the influence of the opinion of peers with one or another level of abilities on professional motivation.

It is advisable to study and diagnose the combination of the above parameters of motives (types, levels) in various situations of real choice. The situation of choice has the advantage that they are not only conscious, but also really acting motives. It is only important that the student understands that his choice can lead to real consequences for his life, and will not remain only in words. It is then that the results of such a choice can be trusted.

Our study of professional motivation of students allows us to distinguish several stages of student involvement in the learning process. Each of these stages is characterized, firstly, by some general attitude towards learning, which, as a rule, is quite well recorded and detected (according to such characteristics as academic performance and attendance at classes, the general activity of students in terms of the number of his questions and appeals to the teacher, by voluntariness completing educational assignments, the absence of distractions, the breadth and stability of interests in different aspects of learning, etc.).

Secondly, for each degree of student involvement in learning there are different motives and goals of learning.

Thirdly, each of the stages of a student's involvement in learning corresponds to one or another state, the ability to learn, which helps to understand the reason for certain motivational attitudes, barriers, student withdrawal from difficulties in work, etc.

List of used literature

Aseev, V.G. Motivation of behavior and personality formation / V.G. Aseev. - M .: Mysl, 1976 .-- 158 p.
Aseev, V.G. Theoretical problems of personality psychology / V.G. Aseev. - M .: Mysl, 1974 .-- 122 p.
Atkinson, J.W. Theory about the development of motivation / J.V. Atkinson. - M .: Mysl, 1996 .-- 367 p.
Bodalev, A.A. Psychology about personality / A.A. Bodalev. - M .: Mysl, 1988 .-- 63 p.
Bozhovich, L.I. Studying the behavior motivation of children and adolescents / ed. L.I.Bozhovich, L.V. Blagonadezhnaya. - M .: Mysl, 1972 .-- 352 p.
Bondarenko, S.M. Algorithmization and Learning Programming Issues / Ed. L.N. Landa. - M .: Thought, 1973. -Vyp. 2.
Dzhidaryan, I.A. Theoretical problems of personality psychology / ed. E. V. Shorokhova. - M .: Mysl, 1974 .-- 207 p.
Dodonov, B.I. Emotions as a value / B.I. Dodonov. - M .: Mysl, 1978 .-- 272 p.
Research of motivation in universities [Electronic resource] - Access mode: http://spimash.ru/2008/05/28/issledovanie-motviacii-v-vuzakh..html , free.
Kon, I.S. Psychology of early youth / I.S. Con. - M .: Mysl, 1976 .-- 255 p.
General characteristics of individuality [Electronic resource] - Access mode: http://www.psychology-online.net/articles/doc-1376.html , free.
Orlov, Yu.M. Necessity-motivational factors of the effectiveness of educational activity of university students: Author's abstract. Dr. psychol. n. [Electronic resource] / Yu.M. Orlov. - Access mode: http://www.childpsy.ru/dissertations/id/19336.php ,free.
Fundamentals of the theory of speech activity / otv. ed. A.A. Leontiev. - M .: Nauka, 1974. -368 p.
Leontiev, A.N. Psychic development problems / A.N. Leontiev. - M .: Mysl, 1989 .-- 225 p.
Leontiev, A.N. Psychology of communication / A.N. Leontiev. - M .: Mysl, 1997 .-- 178 p.
Markova, A.K. Formation of motivation for learning: Book. for the teacher / A.K. Markova, T.A. Matis, A.B. Orlov. M .: Education, 1990.-191s.
Maslow, A. Motivation and personality / Per. A.M. Tatlybaeva. - M .: Mysl, 1999 .-- 478 p.
Mukhina, V.S. Age-related psychology: Textbook for university students / V.S. Mukhina. - M .: Publishing Center "Academy", 1997. - 432 p.
Simonova, N.I. Experimental study of the structure of motivation in mastering a foreign language at a university: Author's abstract. ... Cand. psychology / N.I. Simonov. - M .: Thought, 1982.
Formation of interest in learning among schoolchildren / ed. A.K. Markova. - M .: Pedagogika, 1986 .-- 191 p.
Shorokhova, E.V. Psychological problems of social regulation of behavior / E.V. Shorokhova, I.M. Bobnev. - Moscow: Nauka, 1976 .-- 368 p.
Jacobson, P.M. Communication of people as a social and psychological problem / P.M. Jacobson. - M .: Knowledge, 1973 .-- 40 p.
Jacobson, P.M. Psychological problems of human behavior motivation / P.M. Jacobson. - M .: 1969 .-- 471s.

Appendix 1.

Answer form


1	5	9	13	17	21	25	29	33	37	41	Total
2	6	10	14	18	22	26	30	34	38	42	Total
3	7	11	15	19	23	27	31	35	39	43	Total
4	8	12	16	20	24	28	32	36	40	44	Total

Appendix 2.

"Methodology for determining the motivation of students learning."

Motives questionnaire

1 question. What prompted you to choose this profession?

1. I'm afraid of being unemployed in the future.

2. I strive to find myself in this profile.

3. Some subjects are interesting.

4. It's fun to learn here.

5. I teach because everyone demands.

6. I teach in order to keep up with my comrades.

7. I teach, because most of the subjects are necessary for the profession that I have chosen.

8. I believe that it is necessary to learn all subjects.

2 question. How do you explain your attitude to work in the classroom?

9. I work actively when I feel that it is time to report.

10. I work actively when I understand the material.

11. I am actively working, trying to understand, as these are the necessary subjects.

12. I work actively because I like to study.

3 question. How do you explain your attitude to the study of specialized subjects?

13. If it were possible, I would skip unnecessary classes.

14. I only need knowledge of certain subjects or topics necessary for a future profession.

15. It is necessary to study only what is necessary for the profession.

16. You need to study everything, because you want to know as much as possible, and it's interesting.

4 question. What is your favorite class job?

17. Listen to the teacher's lectures.

18. Listen to student speeches.

19. Himself analyze, reason, try to solve the problem.

20. When solving a problem, I try to get to the bottom of the answer myself.

5 question. How do you feel about special subjects?

21. They are difficult to understand.

22. Their study is necessary for mastering the profession.

23. The study of special subjects made the study interesting.

24. Special subjects make the learning process focused and you can see what basic disciplines are needed.

6. Now about everything!

25. Does it often happen in class that you don't want to do anything?

26. If the study material is difficult, do you try to understand it completely?

27. If at the beginning of the lesson you were active, do you remain so until the end?

28. Faced with difficulty in understanding new material, will you exert yourself to fully understand?

29. Do you think it would be better not to study difficult material?

30. Do you think that in your future profession a lot of what you study will not be useful?

31. Do you think that for life it is necessary to learn more or less everything?

32. Do you think that one should have in-depth knowledge of special disciplines, and the rest, if possible?

33. If you feel that something is not working out for you, then the desire to learn disappears?

34. What do you think: the main thing is to get the result, no matter in what ways?

35. When solving a problem or solving a difficult problem, are you looking for the most rational way?

36. Do you use additional books and reference books when studying new material?

37. Do you find it difficult to get involved in work and do you need any jolts?

38. Does it happen that it is interesting to study at the university, but you don't want to at home?

39. Do you continue to discuss what has been studied in the classroom, after lectures, at home?

40. If you have not solved a difficult problem, but you can go to the cinema or take a walk, then will you begin to solve the problem?

41. When doing your homework, do you hope for someone's help and would not mind cheating from your comrades?

42. Do you like to solve typical problems that are solved according to the model?

43. Do you like tasks that require reflection and which you do not know how to approach?

44. Do you like assignments where it is necessary to put forward hypotheses, substantiate them theoretically?

Appendix 3.

01-PS 11 - Diana Alexandrova;

02-PS 11 - Betev Maxim;

03-PS 11 - Ksenia Romanova;

04-PS 11 - Rybakova Anna;

05-PS 11 - Ryazapova Nastya;

06-PS 11 - Elena Smyshlyaeva;

07-PS 11 - Sorokina Svetlana;

08-PS 11 - Chemodanova Maria;

01-SD 12 - Zakharova Julia;

02-SD 12 - Ilyushina A .;

03-SD 12 - Kiseleva Julia;

04-SD 12 - Irina Korableva;

05-SD 12 - Kropinova Maria;

07-SD 12 - Mingaleeva Ramil;

08-SD 12 - Semeeva Alexandra;

09-SD 12 - Shabalina Alena;

01-DP 13 - Agacheva Natasha;

02-DP 13 - Aksamatova A .;

03-DP 13 - Bushueva Ekaterina;

04-DP 13 - Degtyareva Daria;

05-DP 13 - Degtyareva Irina;

06-DP 13 - Elena Doinikova;

07-DP 13 - Elanova Marina;

08-DP 13 - Anastasia Efremova;

09-DP 13 - Zuzenkova Anastasia;

10-DP 13 - Kalyakina Anna;

11-DP 13 - Malysheva Anastasia;

12-DP 13 - Mukhina Ekaterina;

13-DP 13 - Nikiforova N .;

14-DP 13 - Ekaterina Protasova;

15-DP 13 - Elena Romanova;

16-DP 13 - Anna Tanatarova;

17-DP 13 - Shatova Daria;

01-SP 14 - Ekaterina Vatyutova;

02-SP 14 - Gorelov Andrey;

03-SP 14 - Grosheva E .;

04-SP 14 - Kibardina Vera;

05-SP 14 - Kirillova Ekaterina;

06-SP 14 - Elena Kozyreva;

07-SP 14 - Irina Kuznetsova;

08-SP 14 - Kuimova Svetlana;

09-SP 14 - Lebedev V .;

10-SP 14 - Egor Oleinikov;

11-SP 14 - Olga Rybakova;

12-SP 14 - Nastya Tolstoguzova;

13-SP 14 - Yakovleva Tatiana.

Appendix 4.

Methods for studying the motivation of student learning at a university.

Motives	Score
I. What contributed to your choice of this specialty?
1. Free admission
2. Classes in a special school, special class
3. Desire to get higher education
4. Family traditions, wishes of parents
5. Advice of friends, acquaintances
6. Prestige, authority of the university and faculty
7. Interest in the profession
8. The best abilities in this area
9. Striving to live a carefree period of life
10. I like talking with children
11. Accident
12. Low tuition fees
13. Unwillingness to join the army
II. What is most important to you in your learning activities?
14. Successfully continue your studies in subsequent courses
15. Study successfully, pass exams well and excellent
16. Acquire deep and lasting knowledge
17. Be constantly ready for the next class
18. Do not start the study of subjects of the educational cycle
19. Keeping up with fellow students
20. Fulfill pedagogical requirements
21. Achieve the respect of teachers
22. Get the approval of others
23. Avoid being judged and punished for poor academic performance
24. Get intellectual satisfaction
III. Getting a diploma gives you the opportunity to:
25. Achieve social recognition, respect
26. Own self-realization
27. Have a guarantee of stability
28. Receive interesting work
29. Get a high-paying job
30. Get a job in a government structure
31. Work in commerce
32. Work as a teacher at school
33. Start your own business
34. Postgraduate studies
35. Self-improvement
36. A diploma gives nothing today

Processing of results:

The motivational structure that provides a creatively adaptive level of education at a university is a relevant professional motivation with an intrinsic motivation to enter a pedagogical university, broad cognitive motives and is the maximum possible indicator equal to 75 points.

The motivational structure that provides an adaptive level of education at a university is an irrelevant professional motivation with external motivation for entering a university, narrow cognitive motives and is the maximum possible indicator equal to 105 points.

Relevant professional motivation with intrinsic motivation for entering a pedagogical university and broad cognitive motives: 2, 3, 7, 8, 10, 14, 15, 16, 17, 21, 24, 26, 32, 34, 35.

Irrelevant professional motivation with external motivation for entering a pedagogical university and narrow cognitive motives: 1, 4, 5, 6, 9, 12, 13, 18, 19, 20, 22, 23, 25, 28, 29, 30, 31, 33 , 36.
Appendix 4.
Glossary.
Motive (from Lat. moveo - move) - a material or ideal object, the achievement of which is the meaning of activity.
Motivation - it is a set of driving forces that induce a person to engage in activities that have a specific target orientation.
Youth - the period of life after adolescence to adulthood (age boundaries are conditional - from 15-16 to 21-25 years).
Consciousness- this is the state in which we find ourselves when we are not in a state of sleep without dreams.
Self-awareness- the highest level of development of consciousness, a person's awareness of himself as a person. In other words, self-awareness is an image of oneself and an attitude towards oneself.
Sphere motivational - is formed by the hierarchical structure of motives inherent in the individual. The scope and character of the personality is determined by the sphere of motivation.
Need (in psychology) - the state of the individual, created by the need experienced by him in the objects necessary for his existence and development, and acting as the source of his activity.
goal:

desired result (object of aspiration); what you want to do.
a clearly described desired state to be achieved.
anticipated in the mind the result of activity.
a place or object to get to when moving an object.

Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning, learning activity.
Consistency is the continuity of actions and cycles of these actions.
Personality orientation - a set of stable motives that orient the activity of the individual and are relatively independent of the available situations.
Sustainability - constancy, stay in one state.
Interest is an emotional experience of a cognitive need.

2) "Methodology for determining the motivation of learning" (Katashev VG).

01 - confidently "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confidently "yes"

Scaling is done by students in a special card (see Appendix 2).

For the questionnaire of motives, see Appendix. 3.

2.2. Analysis and interpretation of the results obtained

First-year students of the Faculty of Psychology and Pedagogy of the Yelabuga State Pedagogical University took part in the study. The sample consisted of 46 students. A feature of the sample was that it consisted mainly of women (97.8%), which generally reflects the specifics of the faculty. The study was conducted in the middle of the second semester (March 2006).

The aim of our research was to study the professional motivation of students.

The first stage of our research was acquaintance. The acquaintance took place in the form of a conversation in a relaxed atmosphere, without the presence of teachers. The students responded adequately, responsibly and willingly answered the questions.

The next step was the collection of information (testing) using the methods we selected.

K. Zamfir determined the effectiveness of the following types of motivation 1) cash earnings; 2) striving for career advancement at work; 3) the desire not to be criticized by the manager and colleagues; 4) the desire to avoid possible punishment or trouble; 5) orientation towards prestige and respect from others; 6) satisfaction from a job well done; 7) the social utility of labor. To analyze the answers, the following scale was used: 1 point - "to a very insignificant extent", 2 points - "to a rather insignificant extent", 3 points - "not to a large extent, but not to a small extent", 4 points - to a sufficiently large extent ", 5 points - to a very large extent."

On the basis of the data obtained, the following motivational complexes were calculated: the optimal balance of motives IM\u003e VPM\u003e PTO and VM \u003d VPM\u003e PTO, in which the internal motivation (IM) is high; external positive motivation (VPM) - equal to or lower than internal motivation, but relatively high; external negative motivation (POM) is very low and close to 1. The more optimal the motivational complex (balance of motives), the more students' activity is motivated by the very content of vocational training, the desire to achieve certain positive results in it.

An analysis of the results obtained showed that students are more satisfied with their chosen profession. Choosing between the best, optimal and worst types of ratios, most of the students chose the optimal complex, represented by the combinations:

VM\u003e VPM\u003e PTO (39.1% of respondents) and VM \u003d VPM\u003e PTO (8.7% of respondents) (see Table 1. Appendix 4). This indicates that students with these motivational complexes are involved in this activity for its own sake, and not to achieve any external rewards. Such activity is an end in itself, and not a means to achieve some other goal. "That is, these are those students who are attracted, first of all, by interest in the learning process itself, they tend to choose more complex tasks, which positively affects the development of their cognitive processes ...

Students whose motivational complex is characterized by a predominance of external motivation made up 43.54% of the respondents (30.5% with external positive motivation and 13.04% with external negative motivation).

The worst motivational complexes are represented by the following ratio: PTO\u003e VPM\u003e VM; PTO\u003e VPM \u003d VM; PTO\u003e VM\u003e VPM and PTO \u003d VPM \u003d VM. These complexes have 6.52%; 4.34%; 2.17% and 2.17% of students, respectively. In aggregate, this is 15.2% of the total number of students surveyed (see Table 1, Appendix 4). This may indicate an indifferent, and probably negative attitude towards the learning process in general. For such students, the value is not the acquisition of professional knowledge and skills, but the final result of their studies at the university, i.e. obtaining a diploma. Or, we can assume that just this number of students entered the university not of their own free will, but, for example, because their parents insisted on it. Here, the presence of other, unknown reasons is permissible.

Trainees with extrinsic motivation, as a rule, do not get satisfaction from overcoming difficulties in solving educational problems. Therefore, they choose simpler tasks and do only what is necessary to receive reinforcement (assessment). The absence of an internal stimulus contributes to an increase in tension, a decrease in spontaneity, which has an overwhelming effect on the student's creativity, while the presence of internal motives contributes to the manifestation of immediacy, originality, the growth of creativity and creativity. Extrinsic motivation is the use of the "carrot and stick" method (encouragement, stimulation, criticism, punishment) or the behaviorism formula (B. Skiner, K. Hull, etc.) S - R (stimulus - response), the introduction of competitive principles, etc. e. The main elements for this type of motivation are external stimuli - levers of influence or carriers of "irritations" that cause the action of certain motives.

Characterizing the group as a whole, we can say that the predominant type of motivation for vocational training is internal - 45.6% (although this does not account for even half of the students surveyed). The second place is taken by students with external positive motivation - 30.5%. This type of motivation is "worse" than the internal type of motivation in that under it students are attracted not by the activity itself, but by how it will be assessed by others (positive assessment, encouragement, praise, etc.). And in third place are students with external negative motivation - 13.04%. The teaching of students with this type of motivation is characterized by the following features: learning for the sake of learning, without pleasure from the activity or without interest in the subject taught; teaching for fear of failure; training under duress or under pressure, etc.

As can be seen from Table 3 (see Appendix 4), the motivational complex group looks like: VM\u003e VPM\u003e PTO. But the indicators of these types of motivation differ slightly from each other.

According to the results of the study of the motivation of students 'learning (the methodology for determining the motivation of students' learning "(Katashev V.G.)), we can say that the majority of students (52.2%) are characterized by an average level of motivation for learning in the university (see Table 2. Appendix 5). Students with a normal and high level of motivation for learning make up 19.55% of the total number of respondents.

Based on the analysis of the results obtained, we identified the following two groups of first-year students: with a high and a low level of educational motivation.

1 group of students - with a high level of educational motivation (19.55%).

This is manifested in the following characteristics: focus on educational and professional activities, on the development of self-education and self-knowledge. They tend to carefully plan their lives with specific goals. A high need to preserve one's own individuality, strive for independence from others and a desire to preserve the uniqueness, originality of one's own personality, one's views and beliefs, one's own lifestyle, trying to succumb to the influence of mass trends as little as possible. The emergence of life plans, a heightened ability to feel into the state of others, the ability to emotionally experience these states as their own. Striving to achieve tangible and concrete results in any kind of activity, or rather in educational activities. Ability for empathy, for an active moral attitude towards people, towards oneself and towards nature; ability to assimilate traditional roles, norms, rules of behavior in society. During this period of life, he decides in what sequence he will apply his abilities to realize himself in work and in life itself.

2 group of students - with a low level of educational motivation.

I would like to note that there are few such students (8.7%), but they do exist. For this group, the professional area does not yet have the same meaning as the areas of study and hobbies for them. Students rarely think about their future; professional life is clearly something unattractive and unknown for them. They are much more comfortable with a carefree and more familiar student life, in which learning rivals their favorite pastimes. Future plans have no real support in the present and are not supported by personal responsibility for their implementation. In our opinion, this is due to the fact that students are still in the stage of self-determination. No matter how intellectually they are ready to comprehend everything that exists, they do not know much - there is still no experience of real practical and spiritual life in society.

Having calculated the arithmetic mean for each scale for the group, we received the general, group level of motivation (see Table 1, Appendix 5). As can be seen from the table, this group has an average level of motivation for vocational training (40.2 points).

conclusions

So, as a result of our research, it was revealed, albeit insignificant, but still predominance internal motivation of students over external motivation (VM \u003d 45.6%; VPM + VOM \u003d 43.54%), as well as the prevalence of external positive motivation (30.5%) over external negative motivation (13.04%). The dominant motivational complex of training is the complex "VM\u003e VPM\u003e PTO". Such a balance of motives (motivational complex) has 39.1% of students. The group as a whole is characterized by the same complex. The worst motivational complex has 15.2% of students.

It was also found that the majority of students have an average level of motivation for vocational training - 52.2%. A high level is inherent in 19.55% of students, a low level - 8.7%.

After calculating the average group score for each scale, we found that the group as a whole has an average level of motivation to learn.

By periodically measuring motivation (1-2 times a year), it is possible to register the dynamics of the development of motivation, both for an individual student and for a team. Such scaling makes it possible to register not only the level of motivation, but also the intra-level dynamics of development. So, if in one of the measurements in the third scale the sum of points was 38, which exceeded other levels, and in the next measurement in the same scale, 43 points were scored, this will characterize the intra-level progress. A situation is possible when the same number of points is scored on different scales, then the advantage is given to a higher level of motivation. It should be remembered that high levels of motivation (3-4) are significant from 33 points and above.

It is this part of the students who are more concerned with spending their leisure time, which dominates the distribution of time.

On this basis, we can propose:

the process of vocational training of university students should be supported by intensive, near-professional activities at all stages of training (research groups, professional societies, etc.);

students with the first level of motivation for learning should be given increased attention from the academic leadership in order to create conditions for increasing motivation;

all educational activities at the university, including leisure activities, should not be built on a commercial basis.

Introduction

The problem of motivation and motives of behavior and activity is one of the pivotal ones in psychology. It is not surprising that this problem has long occupied the minds of scientists, with an incalculable number of publications devoted to it. At present, science has not developed a unified approach to the problem of motivating human behavior, the terminology has not been established, the basic concepts have not been clearly formulated. The structure of professional motivation among students in the process of training a specialist in a secondary school turned out to be especially poorly studied.

First of all, our interest is determined by the fact that the formation of motivation and value orientations is an integral part of the development of a person's personality. In transitional, crisis periods of development, new motives, new value orientations, new needs and interests arise, and on their basis the personality traits characteristic of the previous period are also rebuilt. Thus, the motives inherent in this age act as a personality-forming system and are associated with the development of self-awareness, awareness of the position of one's own “I” in the system of social relations. Both value orientations and motives are among the most important components of the personality structure, according to the degree of formation of which one can judge the level of personality formation.

Purpose of the study - research of professional motivation among students of a medical secondary school.

Research objectives:

1. Analysis of domestic and foreign literature on the research topic;

2. Study of social and psychological characteristics of student age;

3. Studying professional motivation of students.

Research subject are the motivational complex of the personality. By the motivational complex of the personality, we mean the ratio of internal, external positive and external negative motivation in the structure of educational and professional activities.

The object of the research - 1st year students of the GOU SPO "Baleyskoye Medical School (technical school)", departments "Nursing", "General Medicine" - 46 people.

Research methods

The following diagnostic tools were used as experimental methods: K. Zamfir's methodology "Studying the motivation of professional activity", "Methodology for determining the motivation of students' teaching" Katashev V.G.

1. Development of the need-motivational sphere during ontogenesis

1.1 Overview of the basic concepts of "needs", "motive and motivation", "ontogeny"

The human body functions all the time, acts: some chemical reactions, mechanical actions are constantly taking place in it. For the time being, we do not notice all this most complicated work, it happens as if by itself, but only until the body feels the need for something.

When an organism has a lack of something that it cannot take on its own at the moment, it lets us know about it in the form of a special experience - a needful state. A small child expresses this in the form of crying, and then in a speech form - in a cry: "I want to eat", "I want to drink", etc. In an adult, this is expressed in the form of a conscious desire. Then the orienting reflex turns on, an orienting search activity arises: we are looking for something that can satisfy our need, our desire that has arisen. We develop a plan for satisfying this need, we find an object that can satisfy it: this is a motive for a certain activity, for some actions, as a result of which we satisfy the arisen need.

In this way, motive - this, on the one hand, is a plan for satisfying a need and an object that satisfies this need, and on the other, it is an incentive, this is what causes a certain activity, certain actions to satisfy a need. The need answers the question: "What do we need, what do we need for existence and development?", And the motive answers the question: "Why do we perform this activity?"

At birth, a child experiences only natural, biological needs for food, water, air, warmth, movement, comfortable conditions, energy. Then, in the process of life, on the basis of these natural needs, a person has other needs: social - the need for communication, freedom, certain relationships with other people, the need to occupy a certain place among people, to be a person, etc., as well as spiritual, aesthetic needs - for knowledge, creativity, faith in something, etc.

Need - this is, on the one hand, what we need for our existence, for our development, this is what we consume, and on the other hand, this is creation, what we form by consuming.

Needs cause motives, motives cause activity to satisfy the arisen need. Motives in relation to the activity caused by them are internal and external. Internal motives directly correspond to the content of the activity, and external ones do not directly correspond to this activity. Motives can be conscious and unconscious.

Motives can also be stimulating to a certain activity, or organizing, directing this activity, or, finally, meaning-forming - giving a certain meaning to a given activity.

Motives can be really acting, causing some activity, or they can only be understood, but not causing any activity.

Any activity has some kind of motive or several motives that caused this activity. There is no activity without a motive, it is always motivated, but a person may not be aware of these motives.

The set of motives that caused this activity is called the motivation for this activity. Among these motives there is usually one main, dominant one, which caused this activity, and the rest of the motives are secondary, accompanying. However, motivation can relate not only to a person's activities, but also to the person himself, to his personality.

In the process of a child's life, in the process of his growing up, some of the motives most often encountered in his life become, as it were, inherent in him, and as a result they form the direction of his personality - the motivational sphere, or the motivation of the personality.

Ontogenesis - This is the formation of the basic structures of the psyche of the individual during his life, the process of individual development of the organism. The path of life in its accomplished part consists of realized actions, actions and choices. The life path contains a number of aspects that are extremely valuable for maintaining the psychological stability of an integral personality. Having an image of one's own life path drastically changes the motivation of a person's behavior. From a primitive response of the "stimulus-response" type, a person goes back to setting personally promising, significant and therefore distant goals, planning the supposedly remaining segment of his life, to separating essential personal values \u200b\u200band tasks from secondary or simply complex ones. The prerequisites for the emergence of ideas about the life path is the accumulation of a sufficiently extensive life experience by an integral person; the most active work of the subconscious mind to prevent the level of neuropsychic stress. Life experience, as it accumulates, gradually loses its subjective visibility and speed, so each person is faced with the need to streamline everything experienced. This alignment supposedly goes through several stages:

1) Selection of the most significant events of the past; lining them up in a formal-temporal sequence up to the present.

2) Supplementing it with the image of your future, combining all three times of personal life: past, present and future. The main value At this stage, the transfer of the leading motivators of behavior from the present into a stable and subordinate to man future becomes.

3) The addition of the image of one's own death should be considered as a radical, truly adult in improving the picture of the life path.

4) Awareness of the nonrandomness of the past. In the implementation of this and subsequent stages of the formation of the image of the life path, the leading role is transferred from the subconscious to the conscious subpersonality.

5) The subjective expansion of personal being beyond the limits of one's own physical life is the final touch of the formation of a picture of the life path. The principal solution to this problem can be the inclusion of one's own life path in the context of a larger process.

Process social development in ontogeny is multi-stage and is carried out throughout life in various directions.

It is customary to distinguish such periods of ontogenesis: 1) the neonatal period, 2) infancy, 3) the preschool period, 4) the preschool period, 5) the school period, 6) the period of adulthood, 7) old age.

There is another widespread periodization of development according to Elkonin: infancy (the leading activity is direct emotional communication); early childhood (subject-manipulative actions), preschool childhood (role-playing game), primary school childhood (educational activity), adolescence (intimate personal communication), youth (educational and professional activity).

The phases of the life path are superimposed on the age stages of ontogenesis to such an extent that at present some age stages are designated precisely as the phases of the life path: preschool, preschool, childhood, school.

1.2 Personal development from one to three years of age

Observing the behavior of people around and imitating them at an early age become one of the main sources of the child's personal socialization. During the first year of life, at the beginning of this age, a feeling of attachment is formed. A positive, emotionally colored assessment on the part of the parents of the child's actions and personal qualities gives him confidence in himself, faith in his abilities and capabilities. A child who is strongly attached to his parents is more disciplined and obedient. The strongest personal affection arises in children whose parents are friendly and attentive to the child, always striving to satisfy his basic needs. Thanks to attachment, the basic needs of the infant and older children are satisfied, their anxiety decreases, subjectively and objectively safe conditions are provided for the existence and active study of the surrounding reality, and the basis for normal relationships with people at a more mature age is formed. When the mother is near, children attached to their parents show a more pronounced propensity for physical activity, for studying the environment.

The formation of a personality at an early age is associated with the formation of a child's self-awareness. He early recognizes himself in the mirror, responds to his name, he begins to actively use the pronoun "I". In a period of time from one to three years, the child transforms from a being that has already become a subject, i.e. who took the first step towards formation as a person, to a being who realizes himself as a person. It is at this age that the above-mentioned psychological neoplasm "I" appears. At the same time, the corresponding word appears in the child's lexicon.

After the emergence of the primary idea of \u200b\u200boneself as a separately existing subject and an open statement about oneself as a person in communication with people around, other new formations of personality of character appear in the child's psyche. In children of three years of age, for the first time, a need for independence appears and in practical relationships with people

Mastering walking, many one and a half-year-old children specifically seek, artificially create obstacles for themselves, overcome difficulties invented by them. They try to climb the slides when it is quite possible to get around them, on the steps of the stairs, when there is no need for this, on pieces of furniture, walk, as if deliberately stepping on small objects on their way, go where the path is closed. All this, obviously, gives the child pleasure and indicates that such important characterological qualities as willpower, perseverance, and determination are beginning to develop in him.

As they move from one year to the second year of life, many children begin to show disobedience. It is expressed in the fact that the child sometimes, with amazing persistence, worthy of a better supplement, begins to repeat those actions that the adults forbade him to perform. This behavior is associated with the so-called crisis of the first year of life.

With the emergence of self-awareness, the child's ability to empathy gradually develops - to understand the emotional state of another person. Already two-year-old children can understand the psychological state of another person.

In the period from one and a half to two years, children begin to assimilate norms of behavior, for example, the need to be accurate, restrain their aggression, be obedient, etc. If their own behavior corresponds to a norm set from the outside, children experience satisfaction, and if it does not correspond, they become upset. By the end of the second year of life, many children are clearly worried if for some reason they cannot fulfill any requirement or request of an adult.

In the transition from the second to the third year of life, an opportunity opens up for the formation of one of the most useful business qualities in a child - the need to achieve success. The first and, obviously, the earliest manifestation of this need in children is the child's attribution of his successes and failures to some objective or subjective circumstance, for example, efforts made. Another sign of this need is the nature of the child's explanation of the successes and failures of other people. In order to rise to this level of motivational and personal development, the child must be able to explain his successes by referring to his own psychological qualities and abilities. For this he must develop a certain self-esteem.

Another indicator of the development of motivation for achieving success in children is the child's ability to distinguish tasks of varying degrees of difficulty and to be aware of the degree of development of their own skills necessary to complete these tasks. Finally, the fourth indicator, which usually testifies to a sufficiently high development of the child's cognitive sphere, oriented towards achieving success, is the ability to distinguish between abilities and efforts. This means that the child becomes ready to analyze the reasons for his successes and failures, able to more or less arbitrarily manage activities aimed at achieving success and avoiding failure.

1.3 Psychological neoplasms before school age

At this age, in the intellectual plane, internal mental actions and operations are distinguished and formed in children. They relate to the solution of not only cognitive, but also personal tasks. We can say that at this time the child develops an internal, personal life, first in the cognitive area, and then in the emotional-motivational sphere. Development in both directions goes through its stages, from imagery to symbolism. Figurativeness is understood as the child's ability to create images, change them, arbitrarily operate with them, and symbolism is the ability to use sign systems (a symbolic function already known to the reader), to perform sign operations and actions: mathematical, linguistic, logical and others.

Here, at preschool age, the creative process begins, expressed in the ability to transform the surrounding reality, to create something new. Children's creative abilities are manifested in constructive games, technical and artistic creativity. During this period of time, the existing inclinations to special abilities receive primary development. Attention to them in preschool childhood is a prerequisite for the accelerated development of abilities and a stable, creative attitude of the child to reality.

In cognitive processes, a synthesis of external and internal actions arises, which are combined into a single intellectual activity. In perception, this synthesis is represented by perceptual actions, in attention - by the ability to manage and control the internal and external plans of action, in memory - by the combination of external and internal structuring of material during memorization and reproduction.

This tendency is especially clearly manifested in thinking, where it is presented as a unification into a single process of visual-effective, visual-figurative and verbal-logical ways of solving practical problems. On this basis, a full-fledged human intelligence is formed and further develops, which is distinguished by the ability to equally successfully solve the problems presented in all three plans.

In preschool age, imagination, thinking and speech are combined. Such a synthesis gives rise to the child's ability to evoke and arbitrarily manipulate images (within limited, of course, limits) with the help of speech self-instructions. At the same time, the process of formation of speech as a means of communication is completed, which prepares a fertile ground for the activation of upbringing and, consequently, for the development of the child as a person. In the process of education, conducted on a speech basis, there is an assimilation of elementary moral norms, forms and rules of cultural behavior.

By the end of early childhood, many useful human qualities, including business ones, are formed and consolidated in the child. All this taken together forms the individuality of the child and makes him a person different from other children not only intellectually, but also motivationally and ethically. The pinnacle of the child's personal development in preschool childhood is personal self-awareness, which includes awareness of his own personal qualities, abilities, reasons for success and failure.

1.4 Integral characteristics of the psychology of a child of primary school age

Those psychological properties that began to appear in a child in the last years of preschool childhood, before entering school, in the first four years of schooling, are developed, consolidated, and by the beginning of adolescence, many important personality traits have already been formed. The individuality of the child by this age is also manifested in cognitive processes. There is a significant expansion and deepening of knowledge, the skills and abilities of the child are improved. This process is progressing and by grades III-IV leads to the fact that most children show both general and special abilities for various types of activity.

Further development of abilities by the end of primary school age gives rise to a significant increase in individual differences between children, which affects their learning success and is one of the grounds for making psycho-pedagogically sound decisions regarding the differentiated education of children with different abilities.

Of particular importance for development at this age is the stimulation and maximum use of motivation for achieving success in the educational, labor, play activities of children. Strengthening such motivation, for the further development of which the younger school age seems to be a particularly favorable time of life, brings two benefits: firstly, a very useful and rather stable personality trait is fixed in the child - the motive for achieving success, dominating the motive for avoiding failure: secondly , this leads to the accelerated development of various other abilities of the child.

At the primary school age, new opportunities open up for stimulating the child's mental development through the regulation of his relations with people around him, especially with teachers and parents, to whose influences at this age the child is still quite open.

Diligence and independence, a developed ability for self-regulation create favorable opportunities for the development of children of primary school age and outside direct communication with adults or peers. We are talking, in particular, about the already mentioned ability of children of this age for hours alone to do any business. At this age, it is important to provide the child with various didactic developmental games.

1.5 Achievements in the mental development of adolescents

In adolescence, all cognitive processes, without exception, reach a very high level of development. In these years, the absolute majority of the vital personal and business qualities of a person are openly manifested. For example, direct, mechanical memory reaches the highest level of its development in childhood, forming, together with sufficiently developed thinking, the prerequisites for the further development and improvement of logical, semantic memory. Speech becomes highly developed, diverse and rich, thinking is presented in all its main forms: visual-effective, visual-figurative and verbal-logical. All these processes acquire arbitrariness and speech mediation. General and special abilities are formed and developed, including those necessary for future professional activities.

Adolescence has many contradictions and conflicts characteristic of this particular age. For children studying in grades IV-V of the school, heightened attention to the position that they occupy in the classroom among their peers is characteristic. Sixth graders begin to show some interest in their appearance, in children of the opposite sex and relationships with them. Seventh-graders develop general business hobbies, and a special interest in developing their abilities in various types of practical activities and in their future profession. Eighth graders highly value independence, individuality, personality traits that manifest themselves in relationships of friendship and camaraderie. Relying on these types of teenagers' interests that appear one after another, one can actively develop in them the necessary strong-willed, businesslike and other useful qualities.

A major new trait emerging in adolescent psychology is a higher level of self-awareness. Together with it, a clearly expressed need arises to correctly assess and use the available opportunities, to form and develop abilities, bringing them to the level at which they are in adults.

At this age, children become especially sensitive to the opinion of their peers and adults; for the first time they face acute problems of a moral and ethical nature, associated, in particular, with intimate human relationships.

Adolescence - as adolescence is sometimes called - is the time of the formation of a true individuality, independence in learning and in work.

At the age of ten to fifteen, significant changes take place in the motives of the adolescent's activities, in his ideals and interests. They can be presented and described as follows. In the initial period of this age (10-11 years), many adolescents (about a third) give themselves mostly negative personal characteristics. This attitude towards oneself persists in the future, at the age of 12 to 13 years. However, here it is already accompanied by some positive changes in self-perception, in particular, an increase in self-esteem and a higher assessment of oneself as a person.

As they grow older, the initially global negative self-assessments of adolescents become more differentiated, characterizing behavior in certain social situations, and then private actions. In the development of reflection, i.e. the ability of adolescents to realize their own merits and demerits, there is a tendency, as it were, of the opposite nature. In the initial period of adolescence, children are mainly aware of only their individual actions in certain life situations, then character traits and, finally, global personality traits.

1.6 Socio-psychological characteristics of student age

This age is characterized by the completion of the growth process, which ultimately leads to the flourishing of the organism, which creates the grounds not only for the special position of a young person in learning, but also for mastering other possibilities, roles and aspirations. From the point of view of developmental psychology, at the student age, the features of the inner world and self-consciousness change, mental processes and personality traits evolve and rebuild, the emotional-volitional structure of life changes.

Adolescence is the period of life after adolescence to adulthood (age limits are conditional - from 15-16 to 21-25 years). This is the period when a person can go from an insecure, inconsistent adolescent claiming adulthood to actually growing up.

In his youth, a young man has a problem choice life values ... Youth seeks to form an internal position in relation to itself ("Who am I?", "What should I be?"), In relation to other people, as well as to moral values. It is in his youth that a young man consciously works out his place among the categories of good and evil. "Honor", "dignity", "right", "duty" and other categories that characterize the personality are of great concern to a person in his youth. In his youth, a young man expands the range of good and evil to the extreme limits and tests his mind and his soul in a range from the beautiful, the sublime, the good to the terrible, permanent evil. Youth seeks to feel itself in temptations and ascent, in struggle and overcoming, fall and rebirth - in all that diversity of spiritual life, which is characteristic of the state of mind and heart of a person. It is significant for the young man himself and for all mankind if the young man chose for himself the path of spiritual growth and prosperity, and was not seduced by vice and opposition to social virtues.

In youth, the nature-given desire for the opposite sex really awakens. This desire can overshadow, despite the understanding, knowledge, beliefs and already formed value orientations of the young person. Youth is a period of life when an all-consuming passion for another person can dominate over other feelings.

Having begun in adolescence, the creation of his personality, having begun to consciously build ways of communication, the young man continues this path of improving the qualities that are significant for himself in his youth. However, for some, this is spiritual growth through identification with the ideal, while for others, it is a choice to emulate an antihero and the associated consequences of personality development.

During this period of life, a person decides in what sequence he will apply his abilities to realize himself in work and in life itself.

Youth is an extremely significant period in a person's life. Having entered adolescence as a teenager, a young man ends this period with true adulthood, when he really determines his destiny for himself: the path of his spiritual development and earthly existence. He plans his place among people, his activities, his way of life. At the same time, the age period of adolescence can give nothing to a person in terms of the development of the ability to reflect and spirituality. Having lived this period, a grown-up person can remain in the psychological status of a teenager.

Youth is a period of a person's life, placed ontogenetically between adolescence and adulthood, early youth.

In adolescence, the mechanism of identification of isolation receives a new development. Also, this age is characterized by its own neoplasms.

Age-related neoplasms are qualitative shifts in the development of personality at certain age stages. They show the features of mental processes, states, personality traits that characterize its transition to a higher degree of organization and functioning. Neoplasms of adolescence cover the cognitive, emotional, motivational, volitional spheres of the psyche. They are manifested in the structure of the personality: in interests, needs, inclinations, in character.

The central mental processes of adolescence are the development of consciousness and self-awareness. Thanks to the development of consciousness, high school students form a purposeful regulation of their relationship to the environment and to their activities, while the leading activity of the period of early adolescence is educational and professional activities.

The most important new formation of this period is the development of self-education, that is, self-knowledge, and its essence is an attitude towards oneself. It includes a cognitive element (discovering one's “I”), a conceptual element (an idea of \u200b\u200bone's individuality, qualities and essence) and an evaluative-volitional element (self-esteem, self-esteem). The development of reflection, that is, self-knowledge in the form of reflections on one's own experiences, feelings and thoughts, determines a critical reassessment of previously established values \u200b\u200band the meaning of life - perhaps their change and further development.

Also an important neoplasm of adolescence is the emergence of life plans, and this is the manifestation of the intention to build consciously own life as a manifestation of the beginning of the search for its meaning.

In his youth, a person strives for self-determination as a person and as a person involved in social production, in labor activity. The search for a profession is the most important problem of youth. It is significant that in adolescence, some of the youth begins to gravitate towards leadership as an upcoming activity. This category of people seeks to learn how to influence others and for this they study social processes, consciously reflecting on them.

Youth, gaining the potential of a personality entering the time of the second birth, begins to feel liberation from the direct dependence of a close circle of significant persons (relatives and friends). This independence brings the strongest feelings, overwhelms emotionally and creates a huge number of problems. In order to reach an understanding of the relativity of any independence, in order to value family ties and the authority of the experience of the older generation, youth will have the spiritual path of the biblical prodigal son through difficult, intolerably difficult experiences of alienation from the circle significant people, through deep reflexive suffering and the search for true values \u200b\u200bto return to a new hypostasis - now as an adult, able to identify himself with significant loved ones and now finally accept them as such. It is an adult, socially mature person who carries a constancy of worldview, value orientations, organically combining not only "independence", but also an understanding of the need for dependence - after all, the personality carries the existence of social relations.

1.6.1 Specificity of student learning motivation

The general systemic representation of the motivational sphere of a person allows researchers to classify motives. As you know, in general psychology, the types of motives (motivation) of behavior (activity) are distinguished on different grounds, for example, depending on:

1.from the nature of participation in activities

2.from the time (length) of conditioning the activity

3.from social significance

4.from the fact of being included in the activity itself or outside of it

5. the motives of a certain type of activity, for example, educational activity, etc.

Speaking about the motives (needs) focused on the communicator himself, A.N. Leont'ev means motives, "Aimed either directly at the satisfaction of the desire to learn something interesting or important, or at the further choice of a way of behavior, a way of action" ... This group of motives is of greatest interest for the analysis of the dominant learning motivation in learning activity.

One of the problems of optimizing the educational and cognitive activity of students is the study of issues related to the motivation of learning. This is determined by the fact that in the system "teaching - learning" the student is not only the object of management of this system, but also the subject of activity, the analysis of educational activity of which in the university cannot be approached one-sidedly, paying attention only to the "technology" of the educational process calculation of motivation. As socio-psychological studies show, the motivation for educational activity is not uniform, it depends on many factors: the individual characteristics of students, the nature of the closest reference group, the level of development of the student body, etc. On the other hand, the motivation of a person's behavior, acting as a mental phenomenon, is always a reflection of the views, value orientations, attitudes of that social stratum (group, community), of which a person is a representative.

Considering the motivation of educational activity, it is necessary to emphasize that the concept motive closely related to the concept target and need... In a person's personality, they interact and are called motivational sphere... In the literature, this term includes all types of motives: needs, interests, goals, incentives, motives, inclinations, attitudes.

Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, learning activity, learning activity. Like any other type, learning motivation is determined by a number of factors specific to the activity in which it is included. First, it is determined by the educational system itself, by the educational institution; secondly, the organization of the educational process; third, - the subject characteristics of the student; fourthly, the subjective characteristics of the teacher and, first of all, the system of his relationship to the student, to the matter; fifth, the specifics of the subject.

Learning motivation, like any other kind, systemic, characterized by focus, stability and dynamism .

When analyzing motivation, the most difficult task is to determine not only the dominant motivator (motive), but also to take into account the entire structure of a person's motivational sphere.

The possibility of creating conditions for the emergence of interest in a teacher, in learning (as an emotional experience of satisfying a cognitive need) and the formation of interest itself have been noted by many researchers. On the basis of a systems analysis, the main factors were formulated that contribute to making the teaching interesting for the student. According to this analysis, the most important prerequisite for creating interest in learning is the upbringing of broad social motives of activity, understanding its meaning, awareness of the importance of the studied processes for one's own activity.

A condition is necessary for the creation of students' interest in the content of education and in the educational activity itself - the opportunity to show mental independence and initiative in learning. The more active teaching methods are, the easier it is to interest students in them. The main means of fostering a stable interest in learning is the use of such questions and tasks, the solution of which requires students to actively search for activity.

Learning activity is motivated, first of all, by an internal motive, when a cognitive need "meets" the object of activity - the development of a generalized mode of action - and is "objectified" in it, and at the same time by a variety of external motives - self-affirmation, prestige, duty, necessity achievements, etc. On the basis of the study of the educational activity of students, it was shown that among the sociogenic needs, the need for achievement, by which is meant "The desire of a person to improve the results of their activities" . Satisfaction with learning depends on the degree of satisfaction of this need. This need makes students concentrate more on their studies and at the same time increases their social activity.

The need for communication and dominance has a significant but controversial effect on learning. However, for the activity itself, the motives of the intellectual and cognitive plan are especially important. The motives of the intellectual plan are conscious, understandable, and actually acting. They are perceived by a person as a thirst for knowledge, a need (need) for their appropriation, a desire to expand the horizons, deepen, systematize knowledge.

Educational motivation, being a special type of motivation, is characterized by a complex structure, one of the forms of which is the structure of internal (for process and result) and external (reward, avoidance) motivation. Such characteristics of educational motivation are essential. As its stability, connection with the level of intellectual development and the nature of educational activities.

1.6.2 Professional motivation

With regard to the educational activity of students in the system of secondary vocational education, professional motivation is understood as a set of factors and processes that, reflected in the mind, encourage and direct a person to the study of future professional activity. Professional motivation acts as an internal driving factor in the development of professionalism and personality, since only on the basis of its high level of formation, it is possible to effectively develop professional education and personality culture.

At the same time, the motives of professional activity are understood as the awareness of the subjects of the actual needs of the individual, satisfied through the implementation of educational tasks and encouraging him to study future professional activity.

If a student understands what kind of profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. The formation of a positive attitude towards the profession is an important factor in improving the academic performance of students. But a positive attitude in itself cannot be significant if it is not supported by a competent understanding of the profession (including an understanding of the role of certain disciplines) and is poorly connected with the ways of mastering it.

IN modern psychology Currently, there are many different theories, the approaches of which to the study of the problem of motivation are different. When studying various theories of motivation, when determining the mechanism and structure of the motivational sphere of professional activity, we came to the conclusion that indeed human motivation is a complex system based on both biological and social elements, therefore, it is necessary to study the motivation of a person's professional activity approach, given this circumstance.

The structure of the motivational sphere of a person in the process of life goes through the stages of formation and formation. This formation is a complex process that takes place both under the influence of his internal work and under the influence of external factors of his environment.

So, the scope of application of knowledge on motivation is very extensive. And the result from the practical application of this knowledge is really huge in various areas of professional activity.

2. Research of professional motivation of students

2.1 Purpose, objectives of the study

Goal - research of professional motivation of students of medical school.

Research objectives:

1) Reveal the motivational complex of students of the GOU SPO "Baleyskoye medical school (technical school)";

2) Determine the predominant type of professional motivation (internal, external positive, external negative motivation) in the group;

3) Determine the level of motivation for vocational training.

2.2 Description of research methods

The study of motivation for vocational training of students was carried out on the basis of special methods.

Consider the techniques used for the study.

1) "Motivation of professional activity (method of K. Zamfir)".

The technique can be used to diagnose the motivation of professional activity. It is based on the concept of internal and external motivation.

Read the following motives of professional activity and rate them from the importance to you on a five-point scale.

The indicators of intrinsic motivation (IM), external positive (VPM) and external negative (PTO) are calculated in accordance with the following keys.

VM \u003d (grade 6 + grade 7) / 2

VPM \u003d (grade 1 + grade 2 + grade 5) / 3

PTO \u003d (score p. З + score p. 4) / 2

An indicator of the severity of each type of motivation will be a number between 1 and 5 (including possibly a fractional one).

Based on the results obtained, the motivational complex of the personality is determined. The motivational complex is a type of relationship between three types of motivation: VM, VPM and PTO.

The best, optimal, motivational complexes include the following two types of combination:

VM\u003e VPM\u003e PTO and VM \u003d VPM\u003e PTO. The worst motivational complex is the type of PTO\u003e VPM\u003e VM.

Between these complexes there are other motivational complexes intermediate in terms of their effectiveness.

When interpreting, one should take into account not only the type of motivational complex, but also how strongly one type of motivation is superior to another in terms of severity.

2) "Methodology for determining the motivation of learning" (Katashev VG).

01 - confidently "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confidently "yes"

Scaling is done by students in a special card.

2.3 Analysis and interpretation of the results obtained

Students of the first year of the GOU SPO "Baley Medical School (technical school)" of the departments "Nursing" and "General Medicine" took part in the study. The sample consisted of 46 students. The peculiarity of the sample was that it consisted mainly of female persons (97.8%).

The aim of the study was to study the professional motivation of students.

The next step was collecting information (testing) using techniques.

VM\u003e VPM\u003e PTO (39.1% of respondents) and VM \u003d VPM\u003e PTO (8.7% of respondents). This indicates that students with these motivational complexes are involved in this activity for its own sake, and not to achieve any external rewards. Such activity is an end in itself, and not a means to achieve some other goal. " Those. these are those students who are attracted, first of all, by interest in the learning process itself, they tend to choose more complex tasks, which positively affects the development of their cognitive processes.

The worst motivational complexes are represented by the following ratio: PTO\u003e VPM\u003e VM; PTO\u003e VPM \u003d VM; PTO\u003e VM\u003e VPM and PTO \u003d VPM \u003d VM. These complexes have 6.52%; 4.34%; 2.17% and 2.17% of students, respectively. This together amounts to 15.2% of the total number of students surveyed. This may indicate an indifferent, and probably negative attitude towards the learning process in general. For such students, the value is not the acquisition of professional knowledge and skills, but the final result of their studies at the university, i.e. obtaining a diploma. Or, we can assume that just this number of students entered the secondary school not of their own free will, but, for example, because the parents insisted on it. Here, the presence of other, unknown reasons is permissible.

As can be seen from Table 3, the motivational complex of the group looks like this: VM\u003e VPM\u003e PTO. But the indicators of these types of motivation differ slightly from each other.

According to the results of the study of the motivation of students 'learning (the method of determining the motivation of the students' learning "(Katashev V.G.)), we can say that the majority of students (52.2%) are characterized by an average level of motivation for learning at the university. Students with a normal and high level of motivation for learning make up 19.55% of the total number of respondents.

Based on the analysis of the results obtained, the following two groups of first-year students were identified: with high and low levels of educational motivation.

1 group of students - with a high level of educational motivation (19.55%).

2 group of students - with a low level of educational motivation.

Having calculated the arithmetic mean for each scale for the group, the general, group level of motivation was obtained. As can be seen from the table, this group has an average level of motivation for vocational training (40.2 points).

So, as a result of the study, it was revealed predominance internal motivation of students over external motivation (VM \u003d 45.6%; VPM + VOM \u003d 43.54%), as well as the prevalence of external positive motivation (30.5%) over external negative motivation (13.04%). The dominant motivational complex of training is the complex "VM\u003e VPM\u003e PTO". Such a balance of motives (motivational complex) has 39.1% of students. The group as a whole is characterized by the same complex. The worst motivational complex has 15.2% of students.

It was also found that the majority of students have an average level of motivation for vocational training - 52.2%. A high level is inherent in 19.55% of students, a low level - 8.7%.

Having calculated the average group score for each scale, it was found that the group as a whole has an average level of motivation for learning.

Conclusion

The psychological study of motivation and its formation are two sides of the same process of educating the motivational sphere of the student's personality integrity. Studying educational motivation is necessary to identify the real level and possible prospects, as well as the zone of its immediate influence on the development of each student. In this regard, the results of the study of the process of professional motivation showed new processes of the relationship between the social structure of society and the formation of new goals and needs among students.

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Katashev VG Study of motivation for vocational training. Research project Characteristic features of motivating students to learn - file n1.docx. List of used literature

Bibliographic reference

n1.docx

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Katashev VG Study of motivation for vocational training. Research project Characteristic features of motivating students to learn - file n1.docx. List of used literature

Bibliographic reference

n1.docx

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