Structure of motivation of educational activity among students. Features of motivation of educational activity of students. rules for preparing for tests and exams and correct behavior when passing them to teachers
INSTITUTE OF ECONOMICS AND MANAGEMENT IN MEDICINE AND SOCIAL SPHERE
Department of Psychology and Pedagogy
COURSE WORK
by discipline pedagogical psychology
on the topic "Studying the educational motivation of university students"
Completed by a student
Korotych Inna Vladimirovna
Course 4 group 1 Faculty of psychology
Comptroller: Fisenko O.I.
Supervisor:
Professor Golovatskaya Olga Borisovna
Krasnodar 2005
INTRODUCTION
CHAPTER 1. MOTIVATION AND LEARNING MOTIVATIONS
1 The concept of motivation and the meaning of educational motives
2 Motivation as a mandatory component learning activities
3 Student as a subject of educational activity
CHAPTER 2. MOTIVATION OF STUDENTS' LEARNING ACTIVITIES
1 Motivation for learning
2 Psychological characteristics of individual aspects of the motivational sphere of learning
3 The role of a positive level of motivation and cognitive interests of students in motivating their learning
4 Individual work with students to form their learning motivation
CHAPTER 3
CONCLUSION
BIBLIOGRAPHY
APPS
INTRODUCTION
The topic of my coursework is related to the study of educational motivation of university students, the student acts as a subject of educational activity, which is primarily determined through two motives: achievement motivation and cognitive motivation. The latter is the basis of the educational and cognitive activity of a person, corresponding to the very nature of his mental activity. It arises in a problem situation and develops with the right interaction and attitude of students and teachers. In learning, achievement motivation is subject to cognitive and professional motivation.
Theoretical significance of the workis to highlight learning motivation as a complex, multi-level heterogeneous system of motivators, including needs, motives, interests, ideals, aspirations, attitudes, emotions, norms, values, etc.
Working hypothesis. High indicators of positive learning motivation significantly affect the success of students in their studies and general level mastery of knowledge. A positive level of motivation, cognitive interests of students and the need to achieve success in learning activities significantly affect the overall learning motivation.
Practical significanceconsists in confirming the hypothesis that academic performance and positive acquisition of knowledge and skills depend on cognitive interests, a positive level of motivation, and the need to achieve success.
Subject of studyeducational motivation as the main factor of high academic performance and mastery of knowledge and skills.
Object of study- study group of the university, consisting of 33 people. The age of students is from 18 to 21 years. The group is trained as a computer operator, the 2nd course of a 3-year training.
Goals and objectives of the study- to identify the dependence of high academic performance and rapid acquisition of knowledge and skills on a positive level of motivation, cognitive interests and needs for success.
Novelty.During the study, I used modern methods such as the “Questionnaire for determining the intensity of cognitive interests” by V.S. Yurkevich, “Assessment of educational motivation” and “Methodology for diagnosing the satisfaction of basic needs”.
Relevance.AT last years the understanding by psychologists and teachers of the role of positive motivation for learning in ensuring the successful mastery of knowledge and skills has increased; the developments and results of research are used to introduce new methods and training programs into practice, which can significantly increase student achievement, the general level of education and literacy.
CHAPTER 1. MOTIVATION AND LEARNING MOTIVATIONS
1.1 The concept of motivation and the meaning of educational motives
“Motivation is a system of factors that cause the activity of the organism and determine the direction of human behavior.
It is customary to distinguish between two large groups of motives:
1)cognitive motives associated with the content of educational activities and the process of its implementation;
2)social motives associated with various social interactions of the student with other people.
Cognitive motives are divided into:
1)broad cognitive motives, consisting in the orientation of students to mastering new knowledge;
2)educational and cognitive motives, consisting in the orientation of students to the assimilation of methods of obtaining knowledge: interests in the methods of independent acquisition of knowledge, in the methods of scientific knowledge, in the methods of self-regulation of educational work, the rational organization of their educational work;
)motives of self-education, consisting in the orientation of students to self-improvement of methods of obtaining knowledge.
These levels of cognitive motives can provide students with the so-called "achievement motive", which consists in striving for success in the course of constant competition with oneself, in the desire to achieve new and higher results compared to their previous results.
All these cognitive motives provide overcoming the difficulties of students in educational activities, cause cognitive activity and initiative, form the basis of a person's desire to be competent.
“Learning motives have meaningful and dynamic characteristics. The first includes features such as:
1)the presence of a personal meaning of teaching for the student;
2)the presence of the effectiveness of the motive, i.e. its real impact on the course of educational activities and the entire behavior of the student;
)place of motive in the overall structure of motivation. Each motive can be leading, dominant or secondary, subordinate.
)Independence of the emergence and manifestation of the motive. It can arise as an internal one in the course of independent study or only in a situation of outside help, as an external one.
)level of awareness of the motive;
)the degree of prevalence of the motive for different types of activity.
As for the dynamic characteristics, they are as follows:
1)stability of motives, they can be either situational, stable or relatively stable, associated with a certain range of subjects and tasks.
2)modality of motives, it can be positive and negative;
)the strength of the motive, its severity, the speed of occurrence, etc.
The forms of expression of the motives of the teaching should be in the field of view of the teacher; according to them, he determines the nature of the motivation for the teaching of a given student. But then it is desirable to move on to an analysis of the internal, meaningful features of motives, to determine what exactly stands, for example, behind the negative modality - avoidance motives, to identify what the instability of the motive is an indicator of, etc.”
1.2 Motivation as a mandatory component of learning activities
“Motivation, as the first obligatory component of educational activity, is included in the structure of activity, it can be internal or external in relation to it, but it is always an internal characteristic of the individual as the subject of this activity.
Efficiency educational process directly depends on what motives of students are sense-forming. The best case is when such motives are cognitive, which is not always the case. Therefore, the motives of the activity of the doctrine are divided into external and internal. External motives are not related to acquired knowledge and performed activities. In such a case, learning serves the student as a means to achieve other goals.
The goal of learning activity is the acquisition of knowledge; this activity itself does not allow achieving any other goal. But if the student does not have a need for this knowledge, then the achievement of this goal seems meaningless if it does not satisfy some other need, but not directly, but indirectly. So, for example, a student studies because he wants to get a prestigious profession, and this is his ultimate goal.
So, learning can have a different psychological meaning for a student: a) respond to a cognitive need that acts as a motive for learning, i. as an "engine" of educational activities; b) serves as a means to achieve other goals. In this case, the motive for performing the learning activity is this other goal.
Outwardly, the activities of all students are similar; internally, psychologically, it is very different. This difference is determined, first of all, by the motives of activity. They determine for a person the meaning of the activity performed by him. The nature of learning motives is a decisive link when it comes to ways to improve the effectiveness of learning activities.
The formation of only cognitive motivation in relation to the academic subject without taking into account the motivational orientation of the individual can lead to a kind of snobbery. A person will seek to satisfy only his need for knowledge, not thinking about his obligations to society. That is why educational and cognitive motivation should always be subordinated to the social one. Ultimately, the student must strive for knowledge in order to be useful to society.
1.3 Student as a subject of educational activity
“The term “student” of Latin origin, translated into Russian, means hardworking, engaged, that is, mastering knowledge.
Students are a special social category, a specific community of people organizationally united by the institution of higher education. Historically, this socio-professional category has developed since the emergence of the first universities in the 11th-12th centuries. Students include people purposefully, systematically mastering knowledge and professional skills, engaged, as expected, in diligent academic work. how social group it is characterized by a professional orientation, a well-formed attitude to the future profession, which are a consequence of the correctness of the professional choice and the adequacy and completeness of the student's understanding of the chosen profession.
A student as a person of a certain age and as a person can be characterized from three sides:
1.With the psychological, which is a unity psychological processes, states and personality traits. The main thing in the psychological side is mental properties (orientation, temperament, character, abilities), on which the course of mental processes, the emergence of mental states, the manifestation of mental formations depend. However, when studying a particular student, one must also take into account the characteristics of each individual, his mental processes and states.
2.With the social, in which social relations are embodied, the qualities generated by the student's belonging to a certain social group, nationality, etc.
.With biological, which includes the type of higher nervous activity, the structure of analyzers, unconditioned reflexes, instincts, physical strength, physique, facial features, skin color, eyes, height, etc. This side is mainly predetermined by heredity and innate inclinations, but within certain limits it changes under the influence of living conditions.
The study of these aspects reveals the qualities and capabilities of the student, his age and personality characteristics. So, if you approach a student as a person of a certain age, then he will be characterized by the smallest values of the latent period of reactions to simple, combined and verbal signals, the optimum of the absolute and difference sensitivity of the analyzers, the greatest plasticity in the formation of complex psychomotor and other skills.
If we study the student as a person, then the age of 18-20 years is the period of the most active development of moral and aesthetic feelings, the formation and stabilization of character and, most importantly, mastering the full range of social roles an adult person: civil, vocational, etc. However, unmotivated risk is not uncommon, the inability to see the consequences of one's actions, which may not always be based on worthy motives. So, V.T. Lisovsky notes that 19-20 years is the age of selfless sacrifices and full dedication, but also of frequent negative manifestations.
The fact of entering a university strengthens a young person's faith in his own strengths and abilities, gives rise to hope for a full-blooded and interesting life. At the same time, in the 2nd and 3rd courses, the question often arises about the correct choice of a university, specialty, profession. By the end of the 3rd year, the issue of professional definition is finally resolved. However, it happens that at this time a decision is made not to work in this specialty in the future.
Quite often, a person's professional choice is determined by random factors. This phenomenon is especially undesirable when choosing a university, since such mistakes are costly for both society and the individual.
The student acts as a subject of learning activity, which is primarily defined through two types of motives: achievement motivation and cognitive motivation.
While studying at the university, a solid foundation of labor, professional activity.
The formation of a student's worldview means the development of his reflection, his consciousness of himself as a subject of activity, a bearer of certain social values, a socially useful person.
CHAPTER 2. MOTIVATION OF STUDENTS' LEARNING ACTIVITIES
.1 Motivation for the exercise
“Different authors name different motives for entering a university, which largely depends on the angle of studying this issue, as well as on the recent socio-economic and political changes in our country. Nevertheless, one can note stably manifesting motives that do not lose their significance in a different way of social life.
The main motives for entering a university are: the desire to be in the circle of student youth, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations, and its creative possibilities. There are differences in the significance of motives for girls and boys. Girls more often note the great social significance of the profession, the wide scope of its application, the opportunity to work in major cities and scientific centers, the desire to participate in student amateur performances, good financial security of the profession. Young men more often note that the chosen profession meets their interests and inclinations. They also refer to family traditions.
The leading learning motives for students are "professional" and "personal prestige", less significant "pragmatic" (to get a diploma of higher education and "cognitive". True, the role of the dominant motives changes in different courses. In the first year, the leading motive is "professional" , on the second - “personal prestige”, on the third and fourth - both of these motives, on the fourth also “pragmatic.
A.I. Gebos identified factors (conditions) that contribute to the formation of a positive learning motive among students:
selection of tasks that create problem situations in the structure of educational activities;
the presence of curiosity and "cognitive psychological climate" in study group.
P.M. Yakobson proposed his own classification for the motives of educational activity.
The first kind of motives he called "negative". Under these motives, he understood the student's motivation, caused by the awareness of certain inconveniences and troubles that may arise if he does not study: reprimands, threats from parents, etc. In essence, with such a motive, this is learning without any desire, without interest in getting an education, and in attending an educational institution.
The second variety of motives for educational activity is also associated with an extracurricular situation, which, however, has a positive effect on the student. The impact of society forms a student's sense of duty, which obliges him to get a higher education, including a professional one, and become a full-fledged citizen, useful for the country and his family.
The third type of motivation is associated with the very process of learning activity. They encourage learning, the need for knowledge, curiosity, the desire to learn new things. The student receives satisfaction from the growth of his knowledge when mastering new material; the motivation of learning reflects stable cognitive interests.
V.Ya. Kikot and V.Ya. Yakunin share the goals of learning and teaching. The former are set from the outside and highlight social needs and values that are external in relation to students. The latter are determined by individual needs, formed on the basis of their previous experience. Both goals can coincide only in the ideal case, when the former reproduce themselves in the structure of individual motives.
All these motivators can be in different relationships with each other and have different effects on learning, so a complete picture of the motives of learning activity can only be obtained by identifying the significance for each student of all these components of a complex motivational structure.
Motives for learning activities are divided into external and internal. External motives are not related to acquired knowledge and performed activities. In this case, teaching serves the student as a means to achieve other goals. For example, a student does not like mathematics and dreams of becoming a psychologist. But he knows that without a good command of mathematics, it is impossible to enter the university at the Faculty of Psychology. And so the desire to become a psychologist makes the student diligently study mathematics. With intrinsic motivation, the motive is the cognitive interest associated with the subject. In this case, the acquisition of knowledge acts not as a means to achieve some other goals, but as the very goal of the student's activity. Only in this case does the actual activity of teaching take place as directly satisfying the cognitive need; in other cases, the student learns for the sake of satisfying other needs, non-cognitive ones. In these cases, it is said that the students' motive does not coincide with the goal. So, learning can have a different psychological meaning for a student: a) respond to a cognitive need, which acts as a motive for learning, i. as the "engine" of his educational activities; b) serves as a means to achieve other goals.
2.2 Psychological characteristics of certain aspects of the motivational sphere of learning
“Every activity starts with needs. Need is the direction of human activity, a mental state that creates a prerequisite for activity.
Every person has a need for new impressions, which turns into an insatiable cognitive need. The teacher must first of all rely on it, update it, make it clearer, more conscious for the majority of students. If this broad cognitive need is not actualized, then the student does not move on to other, more active forms of motivation, for example, to setting goals.
Another important aspect of the motivational sphere is the motive, i.e. direction of activity on the subject. In teaching, the motive is the focus of students on certain aspects of the educational process. This includes focusing the student on learning new ways of doing things and learning and getting good grades and praise from others and establishing desired relationships with peers.
Learning behavior is always motivated by several motives.
Features of the motive as one of the sides of the motivational sphere is that it is directly connected with the meaning, with the personal significance of this activity: if the motive for the sake of which a person studies changes, then this fundamentally restructures the meaning of all his educational activity, and vice versa.
In order to realize the educational motive, for example, to master the methods of self-education, it is necessary to set and fulfill many intermediate goals in educational work: to learn to see the long-term results of one's educational activity, to subordinate the stages of today's educational work to them, to set goals for the implementation learning activities, the purpose of their self-examination.
Interest in learning is closely related to the level of formation of educational activity, and in this regard, its expression and manifestation of the state of other aspects of the motivational sphere - motives and goals.
Sometimes, as the main feature of interest, emotional coloring, connection with emotional experiences. The connection of interest with positive emotions is important at the first stages of the emergence of curiosity, but to maintain the stability of interest, the formation of educational activity is necessary, as well as the connection with it of the ability to independently set educational goals and resolve them.
For the formation of learning motivation to be effective, one must strive to bring up its social and cognitive aspects, procedural and productive aspects in unity. This contributes to the formation of the foundations of creative motivation, which consists in mastering the ways of transforming the surrounding reality and one's activity.
2.3 The role of a positive level of motivation and cognitive interests of students in motivating their learning
“It is noted that students have an active focus on different aspects of educational work, which underlies the various motives of learning (focus on the assimilation of knowledge, focus on mastering new ways of acquiring knowledge, etc.). However, the presence of motives is usually not enough if students do not have the ability to set goals at certain stages of their educational work.
In senior school and student age, notes the psychologist N.S. Leites, activity in general is already predominantly selective in nature and is inextricably linked with the development of abilities.
The formation of learning motivation at student age makes it difficult:
sustained interest in one subject to the detriment of mastering other subjects;
dissatisfaction with the monotony of the forms of training sessions, the lack of creative and problem-search forms of educational activity;
negative attitude to forms of strict control on the part of teachers;
preservation of situational motives for choosing a life path (for example, by analogy with a friend or at the persuasion of parents);
insufficient stability of social motives of duty in the face of obstacles to their implementation.
A large selectivity of cognitive motives was noted, this selectivity is dictated not only by interest in learning, but also by the choice of profession. The development of selective cognitive interests is the basis for the further development of all special abilities.
Broad cognitive motives continue to develop - interest in new knowledge, overcoming difficulties in the course of obtaining it. Interest in knowledge becomes deeper, affects not only the laws of the subject, but also the foundations of science.
The educational and cognitive motive is being improved as an interest in the methods of theoretical and creative thinking. Students are interested in participation in university scientific societies, the use of research methods in the classroom. At the same time, they are also attracted by ways to increase the productivity of cognitive activity, as evidenced by their interest in manuals on culture and the rational organization of mental work.
The motives and methods of self-education are developing significantly, distant goals related to life prospects, the choice of profession and self-education dominate. These motives and goals of self-education cause fundamentally new ways of self-education activity: the student's awareness of his educational activity and personality, their correlation with the requirements of society, the assessment of these features and their transformation, the search and development of new personal positions, the awareness of self-education as a special activity, the correlation of tasks and methods self-education, extended self-control and self-esteem, expressed in self-planning and reasonable self-restraint of one's activities.
A new motive for self-education appears - the desire to analyze the individual style of one's educational activity, the definition of strengths and weaknesses their educational work, the desire to understand and express their individuality in the course of teaching.
Social positional motives that develop in relations with others also change. Relationships with peers continue to play a big role for the student, rejection of the student in the group team causes dissatisfaction and anxiety, negative emotions. The upcoming sessions strengthen the business orientation of students in relation to teachers. At the same time, students' desire for respectful forms of control by the teacher is increasing.
On the basis of an alloy of a mature social orientation and cognitive attitudes, the worldview of a young person is laid as the main regulator of his socially conditioned behavior. The presence of a worldview is an indicator of the overall maturity of the student's personality. The student has a number of ways of goal-setting: he is able to foresee the consequences of achieving certain goals; when setting a system of goals, determine the resources for the implementation of each of them.
For students as a whole, stabilization of emotions and their release from inconsistency and conflict are characteristic, self-esteem is much more stable. Positive emotions also accompany complex types of independent study work of students, diverse forms of their social activity. Selective interest is due not directly to the emotional attitude to the subject, but to the assessment of the direct practical significance of the subject.
A new range of positive and negative emotions appears, associated with a holistic self-image with a differentiated self-esteem. More often they lead to a feeling of justified self-confidence, in one's own abilities, as well as in reflection and healthy irony, which is a source of personality activity, but in some cases self-consciousness is accompanied by negative emotions, uncertainty, hesitation, doubts, false pride, etc. »
2.4 Individual work with students on the formation of their educational motivation
“In any group of students there are several people with whom it is necessary to conduct individual work. As a rule, these are students with a negative attitude towards learning activities, as well as students with a low level of motivation. Before considering the specifics of working with such students, let us turn to the levels of learning motivation established in psychological research. Knowing the possible states of the motivational sphere of students will help you more confidently choose the path individual work with them. A.K. Markova singled out the following levels of development of learning motivation among students.
1.Negative attitude towards the teacher. The motives for avoiding trouble and punishment predominate. Explanation of successes by external causes. Dissatisfaction with oneself and the teacher, self-doubt.
2.Neutral attitude towards learning. Unstable interest in external learning outcomes. Feeling bored, insecure.
.Positive, but amorphous, situational attitude to teaching. A wide cognitive motive in the form of interest in the result of learning and in the mark of the teacher. Wide undifferentiated social motives of responsibility. instability of motives.
.Positive attitude towards learning. Cognitive motives, interest in ways of obtaining knowledge.
.Active, creative attitude to learning. Motives of self-education, their independence. Awareness of the correlation of their motives and goals.
.Personal, responsible, active attitude to learning. Motives for improving the ways of cooperation in educational and cognitive activities. Stable internal position. Motives of responsibility for the results of joint activities.
The described levels of motivation show the direction of the process of formation of motives. However, achieving high levels does not necessarily mean passing all the lower levels. With a certain organization of educational activities, most students from the very beginning work on positive cognitive motivation, without passing through the levels of negative motivation. But if students have a negative motivation, then the task of the teacher is to detect it and find ways to correct it.
Diagnostics of motivation. To determine the level of motivation, there are special methods. To identify the above levels of motivation, observation should be used. Students with a negative attitude towards learning tend to skip classes. They carelessly perform tasks, do not ask questions to the teacher.
The teacher can use the conversation with the student while checking a particular assignment. During the conversation, the teacher asks which tasks aroused the student's interest, which tasks were difficult for him.
The third method is to create a choice situation. For example, the teacher suggests the student instead of classes, if he wants to go take the package to the neighboring faculty. At the same time, he adds that he can carry the package even after class. They also use this technique: they offer the student to draw up a schedule that suits him most of all.
After the teacher has objective facts that speak of a negative or neutral level of learning motivation, the question arises of the reasons for this. Before talking about this, we note that the teacher must ensure humane, friendly relations with the student. The data obtained about him should not be the subject of discussion in the group. A student should not be reproached for his low level of learning motivation. It is necessary to establish the reasons for this state of affairs. Studies have shown that the reason is quite often the inability to learn. This leads to a poor understanding of the material being studied, poor success, dissatisfaction with the results and, as a result, low self-esteem.
Ways of corrective work. This work should be aimed at eliminating the cause that led to a low level of motivation. If this is the inability to learn, then the correction should begin with the identification of weak links. Since these skills include both general and specific knowledge and skills, it is necessary to check both of them. To eliminate weak links, it is necessary to carry out their phased development. At the same time, training should be individual, with the inclusion of a teacher in the process of performing actions. In the process of work, the teacher should note the success of the student, show his progress.
The acquisition by students of the necessary teaching aids will allow the student to better understand the material, successfully complete tasks. This leads to job satisfaction. Of course, the motivation will not always be internal, but a positive attitude towards the subject will certainly appear.
“Studies have shown that the cognitive interests of students significantly depend on the way the subject is taught. Usually the subject appears to the student as a sequence of particular phenomena. Each of these phenomena the teacher explains and gives the possibility of a further plan of action. With such a construction of the subject, there is a high probability of losing interest in it.
On the contrary, when the study of the subject proceeds through the disclosure of the essence underlying all particular phenomena, then, relying on this essence, the student himself receives particular phenomena, and learning activity acquires a creative character. At the same time, as V.F. Morgun's study showed, both its content and the method of working with it can motivate a positive attitude to the study of a given subject. In the latter case, there is motivation by the learning process: the student is interested in studying some subject on his own.
The second condition is related to the organization of work on the subject in small groups. V.F. Morgun found that the principle of selecting students when completing groups is of great motivational importance. If students with a neutral attitude to the subject are combined with students who do not like this subject, then after working together, the former significantly increase their interest in this subject. If, however, students with a neutral attitude to the subject are included in the group of those who love this subject, then the attitude of the first to the subject does not change.
motivation learning student
The same study shows that the group cohesion of students working in small groups is of great importance for increasing interest in the subject being studied. In this regard, when completing groups, it is important that, in addition to academic performance, general development, desire is also taken into account. In groups where there was no group cohesion, the attitude to the subject deteriorated sharply.
In another study by M.V. Matyukhina found that it is possible to successfully form educational and cognitive motivation using the relationship between the motive and the purpose of the activity.
The goal set by the teacher should become the goal of the student.
There is a very complex relationship between motives and goals. The best way to move is from motive to goal, i.e. when the student already has a motive that encourages him to strive for the goal.
Unfortunately, in practice, such situations are rare. As a rule, the movement goes from the goal to the motive. In this case, the efforts of the teacher go to ensure that the goal set by him is accepted by the students, i.e. motivationally provided. In these cases, it is important, first of all, to use the goal itself as a source of motivation, to turn it into a motive-goal. To turn goals into motives-goals, it is of great importance for students to realize their successes, to move forward.
CHAPTER 3
The problem of educating a positive attitude to learning is considered in modern pedagogy in a dialectical connection with the upbringing of a holistic personality, which is the subject of a single process of education and upbringing.
“Interest in learning is closely related to the level of formation of educational activity, and in this regard, its expression and manifestation of the state of other aspects of the motivational sphere - motives and goals.
Sometimes, as the main feature of interest, emotional coloring, connection with the emotional experiences of the student is called. The connection of interest with positive emotions is important at the first stages of the emergence of curiosity, but to maintain the stability of interest, the formation of educational activity is necessary, as well as the abilities associated with it for independent setting of educational goals and their resolution.
“In recent years, the understanding by psychologists and teachers of the role of positive motivation for learning in ensuring the successful acquisition of knowledge and skills has increased. At the same time, it was revealed that high positive motivation can play the role of a compensating factor in case of insufficiently high abilities; however, this factor does not work in the opposite direction - no high level of abilities can compensate for the lack of a learning motive or low severity, and cannot lead to significant academic success.
A.I. Gebos identified factors (conditions) that contribute to the formation of a positive motive for learning among students:
awareness of the immediate and final goals of training;
awareness of the theoretical and practical significance of the acquired knowledge;
emotional form of presentation of educational material;
showing "promising lines" in the development of scientific concepts;
professional orientation of educational activity;
the presence of curiosity and "cognitive psychological climate" in the study group.
So, it can be assumed that the learning motivation of students depends on the level of positive cognitive motivation, on cognitive interests and the need to achieve success in learning activities.
To confirm the proposed working hypothesis, I conducted a study of students of a vocational school in the city of Tikhoretsk.
Characteristics of the subjects.The study involved two groups of students, group No. 67 and No. 59. Group No. 67 has 29 students, the age of students is from 15 to 18 years, there are only boys in the group. This group specializes in gas-electric welding, 3-year training, 2nd year. The group has 4 people from the so-called "risk group", these are children from dysfunctional families and those left without parental care. In a group, as a rule, they take the position of outside observers, are closed and uncommunicative. The group team is poorly developed, small subgroups have formed within the group, including 5-6 people, while some students are not included in any of them. The group is uninitiated and little active.
There are 33 students in group No. 59, of which 20 are girls and 13 are boys. The age of students is 16-17 years old. The group is trained in the specialization - computer operator, 2nd course, 3-year training. In the group, close contact has been established between the curator, the master and the students, which contributes to the high social activity of the group, the students take part in the events held by the school and citywide. Students have such qualities as kindness, sincerity, responsibility, responsiveness, discipline, politeness. The team of the group is developed quite well, among the students there are friendly relations.
Description of methods.As in the case of diagnosing other psychological indicators, when diagnosing the motivational sphere in your choice of means, it is necessary to stop at a certain level of diagnostic means.
The use of questionnaires, such as the “Questionnaire for determining the intensity of cognitive interests” by V.S. Yurkevich, allows us to reconstruct the motives of the subject based on the data obtained. This technique is aimed at diagnosing the motivational sphere of the personality, which allows to determine what the activity of the individual is aimed at.
The use of the "Methodology for diagnosing a personality for the motivation to achieve success and avoid failures by T. Ehlers" applied in combination makes it possible to identify how strong the motivation for achieving the goal is in the subject, how pronounced his level of personal protection, motivation to avoid failures, fear of misfortune, also techniques help to identify risk readiness (risk is understood as an action at random in the hope of a happy outcome or as a possible danger, as an action performed under conditions of uncertainty).
"Questionnaire for determining the attractiveness for students in their group" allows you to identify possible types of perceptions by an individual of a group. Features of individual perception are determined by many factors: the prevailing social attitudes, past experience, features of self-perception, the degree of awareness of each other. An individual's perception of a group largely determines interpersonal relationships.
Three variants of the individual's perception of his educational group.
The student perceives the group as a hindrance to his activity or treats it neutrally. The group does not represent an independent value for the individual. This manifests itself in avoiding joint forms activities, in preference for individual work, in limiting contacts.
The individual perceives the group as a tool to achieve certain individual goals. At the same time, the group is perceived and evaluated from the point of view of its “usefulness” for the individual. Preference is given to those more able to provide assistance, or serve as a source of necessary information.
The individual perceives the group as an independent value. The problems of the group and its individual members come to the fore for such students, there is an interest both in the success of each member of the group and the group as a whole, the desire to contribute to group activities. There is a need for collective forms of work.
With the help of the following methods: “T. Ehlers’ Personality Diagnosis Method for Motivation for Success” (1) and T. Ehlers’ Personality Diagnosis Method for Avoiding Failure (2) I reveal the level of desire to achieve success.
Results.
Group number Total number of students participating in the study Low motivation for success (number of people) Average level of motivation Moderately high motivation Too high motivation 59 29 1 15 7 6 67 24 10 11 2 1 Average result for two groups 53 5.5 13 4.5 3.5
Group number Total number of people participating in the study Motivation for protection is too high (number of students) Low motivation for protection Average motivation for protection High motivation for protection 59 29 1 13 9 6 67 24 8 10 2 4 Average result for two groups 53 4.5 11.5 5 .5 5
So, the data obtained as a result of the study suggests that moderately strongly focused on success, prefer the average level of risk, comparing the estimated data of educational journals, it is these students who have a stable level of knowledge and their predominant marks are 4-5. Those who are afraid of failure prefer a small or, conversely, too high a level of risk. The higher the person's motivation for success - achieving the goal, the lower the willingness to take risks. At the same time, the motivation for success also affects the hope for success: with a strong motivation for success, the hopes for success are usually more modest than with a weak motivation for success.
Those who are highly motivated to succeed and have a high willingness to take risks have fewer accidents than those who have a high willingness to take risks but a high motivation to avoid failure (protection). Conversely, when a person has a high motivation to avoid failure (protection), then this prevents the motive for success - achieving the goal.
The setting for protection depends on three factors: the degree of perceived risk; prevailing motivation; experience of academic failure. Two circumstances reinforce the setting for defensive behavior: the first is when it is possible to obtain the desired result without risk; the second is when risky behavior leads to failure. Achieving a safe result in case of risky behavior, on the contrary, weakens the attitude to protection, i.e. motivation to avoid failure.
Having carried out the methodology "Questionnaire for determining the intensity of cognitive interests" V.S. Yurkevich, I received the following data.
Group number Number of students participating in the study Strong cognitive need (number of students) Weak cognitive need 59 26 17 9 67 24 8 16 Average for two groups 12.5 12.5
So, the data obtained confirm the dependence of educational motivation on the intensity of cognitive interests, since, comparing the results of this study with the performance indicators of students, it was revealed that students with high academic performance have a strong cognitive interest, actively manifest themselves in educational activities, participate in various competitions. , olympiads, etc.
Undoubtedly, the level of learning motivation is greatly influenced by interpersonal relationships in the group and the level of assessment by the student of the attractiveness of his group. This is confirmed in the following study using the methodology "Determining the attractiveness for students in their group."
Results.
Group No. Number of students who participated in the study The most unfavorable assessment of the attractiveness of the group (number of students) The average assessment of attractiveness The highest assessment of attractiveness 59 22 5 14 3 67 20 9 9
From the data obtained, it can be seen that the largest number of students assess the attractiveness of the group in which they study as average, however, the scores for the unfavorable assessment of the attractiveness of the group are also quite high, which means that many students are dissatisfied with their group and relationships in it, which significantly affects the level of learning motivation among these students, it is usually low, they do not show much interest in learning and activity. Most students evaluate their group in terms of its "usefulness", as a means to achieve their individual goals. As a rule, interaction among representatives is carried out only with those who can support, help in resolving certain issues. The indicators of negative assessment of the group by its members are high, this indicates that students avoid collective forms of activity, limit contacts with classmates. Only a few students from the two groups are ready to put the interests of the group above their own, are set up for group activities, as a rule, these are very active students, contact and enterprising.
In the work on the formation of a healthy moral climate in the educational team, the establishment of good interpersonal relations should occupy a central place.
The use of the methodology "Assessment of educational motivation" allows you to directly assess the level of educational motivation.
Results.
Group No. Number of students who participated in the study Number of students with a high level of motivation Good level of motivation Positive attitude towards learning Low level of motivation Negative attitude towards learning 59 23 5 8 6 3 1 67 19 2 7 4 4 2 .5 1.5
The data obtained indicate that the majority of students in these groups have a good level of motivation for learning activities and a positive attitude towards learning. The majority of students who successfully cope with educational activities have indicators of a good level of motivation; they show less dependence on strict requirements and norms. This level of motivation is the average norm.
As a rule, children who feel well in an educational institution have a positive attitude towards learning, but they go to classes more often to communicate with friends and teachers. Such students have less cognitive motives and the learning process does not attract them much.
Conclusion:in the course of studying educational motivation in two groups, I found that most representatives of these educational groups have a good or average level of motivation, combined with a positive attitude towards the educational institution itself. It was found that the level of learning motivation depends on a number of factors: on the personality of the student, his self-esteem, the general motivation to succeed and avoid failure, the cognitive interests of students and, of course, on the attitude to the material being studied and their study group.
As a result of studying the groups, it was found that a high and medium level of learning motivation prevails among students who have a high and medium level of self-esteem, that is, they do not have an "inferiority complex", are more self-confident, have a pronounced cognitive interest and desire for learning. Students with an average level of motivation for success and low motivation for defense, as a rule, had a higher motivation for learning activities. A huge influence on the level of motivation is also exerted by the attitude towards one's study group and the educational institution as a whole. Thus, students who had a positive attitude to learning and noted the attractiveness of their group as medium or high showed high results in terms of the level of general educational motivation.
So, the hypothesis put forward in the course work that educational motivation depends on the cognitive interests of students, the need to achieve success in educational activities and a positive level of educational motivation and attitude towards their educational team, was fully confirmed.
Practical recommendations. To form a full-fledged educational motivation, purposeful, specially organized work is necessary. Educational and cognitive motives associated with the internal content and process of learning are formed only in the course of the active development of educational activities, and not outside of it. Therefore, it is the organization of a full-fledged educational activity that is the main condition that ensures the development of the most effective educational motives inherent in the educational activity itself.
Before proceeding with the correction of motivation and improving it, it is necessary to diagnose the motivational sphere, then develop a plan for corrective work based on the obtained diagnostic data, and only then proceed to the corrective measures themselves.
CONCLUSION
Motivation is a system of factors that cause the activity of the organism and determine the direction of human behavior.
Learning motivation is a system of factors that cause an individual's activity aimed at mastering knowledge, skills and abilities. Educational motivation, that element of a person's mental life, which allows you to increase your intellectual level, contributes to self-realization and self-actualization of the individual.
The motivational stage is one of the main stages in the formation of mental actions and concepts. Personal motivation consists of internal and external motives. Internal motives mean interest in the subject of study and satisfaction from the very process of obtaining knowledge and successfully performing activities. External motives are created through reward or punishment.
At student age, the motives of self-education merge with the motives of self-education. In general, this contributes to the harmonious development of a person's personality. There is an enrichment of the personal meaning of both social and cognitive motives, i.e. making them meaningful.
On the basis of an alloy of a mature social orientation and cognitive attitudes, the worldview of a young person is laid as the main regulator of his socially conditioned behavior.
In the course of the work and in the practical part, the goal and task set at the beginning of the work was resolved to identify the significance of a high indicator of educational motivation for academic success and for the overall level of knowledge acquisition.
The problem of studying learning motivation is very relevant at the present time, its study allows developing new programs that are both psychological and pedagogical in nature. The development and application of programs to increase the level of learning motivation can lead to the development of students' cognitive interest, the desire to increase their intellectual level and master more and more new skills, undoubtedly, all this will lead to more successful use of educational programs and new pedagogical technologies.
BIBLIOGRAPHY
1. Ilyin E.P., Motivation and motives, - Peter, 2000,512s.
2. Kalyagin V.A., Ovchinnikova T.S., Encyclopedia of methods of psychological and pedagogical diagnostics, - KARO, 2004, 180s.
Krivshenko L.P., Pedagogy, - M .: TK Welby, 2004, 432s.
Krylov A.A., Psychology, - M .: PBOYuL 2001, 584p.
Leontiev VG, Psychological mechanisms of motivation of educational activity, - Novosibirsk, 1987, 92p.
Markova A.K., Orlov A.B., Fridman L.M., Motivation of learning and its education, - Moscow.: Pedagogy, 1983, 102p.
Markova A.K., Formation of learning motivation, - Vladimir, 1970, 129p.
Ratanova T.A., Shlyakhta N.F., Psychodiagnostic methods for studying personality, Moscow, 2005, 130p.
Incentives and motives for the cognitive activity of student youth // Material of a scientific conference, - Vladimir, 1970.
Stolyarenko L.D., Pedagogical psychology, - Rostov n / D: Phoenix, 2004, 544 p.
Talyzina N.F., Formation of cognitive activity of adolescents, - M .: Education, 1988, 175s.
Chernyavskaya A.P., Psychological counseling for vocational guidance, - Vlados, 2004,80s.
Applications
Appendix 1
T. Ehlers' methodology for diagnosing personality for motivation for success.
“You are offered 41 statements, for each of which answer “yes” if you agree with it, or “no” if you do not agree.”
List of statements.
1.When there is a choice between two options, it is better to make it faster than to postpone it for a certain time.
2.I get easily annoyed when I notice that I can't complete a task 100%.
.When I do something, it looks like I'm putting everything on the line.
.When a problem situation arises, I am most often one of the last to make a decision.
.When I have no business for two days in a row, I lose my peace.
.Some days my progress is below average.
.I am more strict with myself than with others.
.I am more friendly than others.
.When I refuse a difficult task, I then severely condemn myself, because I know that in it I would have succeeded.
.In the process of work, I need small breaks to rest.
.Diligence is not my main feature.
.My achievements in work are not always the same.
.I am more attracted to other activities than those in which I usually do.
.Blame stimulates me more than praise.
.I know that my peers consider me a capable person.
.Obstacles make my decisions harder.
.It's easy for me to be ambitious.
.When I work without inspiration, it is usually noticeable.
.I don't rely on the help of others to complete a task.
.Sometimes I put off what I have to do now.
.You need to rely only on yourself.
.There are few things in life that are more important than money.
.Whenever I have an important task to do, I don't think about anything else.
.I am less ambitious than many others.
.At the end of the holidays, I'm usually glad that I'll be going to school soon.
.When I am disposed to work, I do it better than others.
.I find it easier and easier to communicate with people who can work hard.
.When I don't have things to do, I feel uneasy.
.I have to perform responsible tasks more often than others.
.When I have to make a decision, I try to make it the best I can.
.My friends sometimes think I'm lazy.
.My success to some extent depends on my colleagues.
.It is pointless to oppose the will of the teacher.
.Sometimes you don't know what task you have to do.
.When things don't go well, I'm impatient.
.I usually pay little attention to my accomplishments.
.When I work with others, my work produces greater results than the work of others.
.Much of what I undertake, I do not bring to the end.
.I envy people who are not busy with things.
.I do not envy those who seek power.
.When I am sure that I am on the right path of proving myself right, I go to extremes.
Answers “yes” to the questions are estimated at 1 point: 2,3,4,5,7,8,9,10,14,15,16,17,21,22,25,26,27,28,29,30 ,32,37,41 and "no" answers to questions: 6,13,18,20,24,31,36,38,39. Answers to other questions are not taken into account.
The results are interpreted as follows:
10 points: low motivation for success;
16 points: average level of motivation;
20 points: moderately high level of motivation;
over 21 points: too high a level of motivation for success.
Annex 2
Methodology for diagnosing personality for motivation to avoid failures T. Ehlers.
Instruction: “You are offered a list of words on 30 lines of 3 words each. In each line, choose only one of the 3 words that most accurately characterizes you, and mark it.
1смелыйбдительныйпредприимчивый 2кроткийробкийупрямый 3осторожныйрешительныйпессимистичный 4непостоянныйбесцеремонныйвнимательный 5неумныйтрусливыйнедумающий 6ловкийбойкийпредусматрительный 7хладнокровныйколеблющийсяудалой 8стремительныйлегкомысленныйбоязливый 9незадумывающийсяжеманныйнепредусматрительный 10оптимистичныйдобросовыстныйчуткий 11меланхоличныйсомневающийсянеустойчивый 12трусливыйнебрежныйвзволнованный 13опрометчивыйтихийбоязливый 14внимательныйнеблагоразумныйсмелый 15рассудительныйбыстрыймужественный 16предприимчивыйосторожныйпредусмотрительный 17взволнованныйрассеянныйробкий 18малодушныйнеосторожныйбесцеремонный 19пугливыйнерешительныйнервный 20предусмотрительныйбойкийотчаянный 21исполнительныйпреданныйавантюрный 22укрощённыйбезразличныйнебрежный 23осторожныйбеззаботныйтерпеливый 24разумныйзаботливыйхрабрый 25предвидящийнеустрашимыйдобросовестный 26поспешныйпугливыйбеззаботный 27рассеянныйопрометчивыйпессимистичный 28осмотрительныйрассудительныйпредприимчивый 29тихийнеорг anized fearful 30 optimistic vigilant carefreeKey.
The following choices given in the key are worth 1 point. The first digit before the slash indicates the line number, the second digit after the slash indicates the column number in which the desired word is located. For example, 1\2 means that the word that scored 1 in the first row is "vigilant" in the second column. No points are awarded for other elections.
Count key.
\2; 2\1; 2\2; 3\1; 3\3; 4\3; 5\2; 6\3; 7\2; 7\3; 8\3; 9\1; 9\2; 10\2; 11\1; 11\2; 12\1; 12\3; 13\2; 13\3; 14\1; 15\1;16\2; 16\3; 17\3; 18\1;19\1; 19\2; 20\1; 20\2; 21\1; 22\1; 23\1; 23\3; 24\1; 25\1;26\2; 27\3; 28\1; 28\2; 29\1; 29\3; 30\2.
Evaluation of the result: the higher the score, the higher the level of motivation to avoid failures, protection; 2-10 points - low motivation for defense; 11-16 points - average level of motivation; 17-20 points - high level of motivation; over 20 points - too high a level of motivation to avoid failures, protection.
Annex 3
Questionnaire for determining the intensity of cognitive interests (V.S. Yurkevich).
1.How long have you been doing mental work:
B) sometimes
B) very rarely?
What do you prefer when asked a question of "quick wits":
A) “suffer”, but find the answer yourself;
B) when how;
C) get a ready answer from others?
Do you read a lot of additional literature:
A) a lot and constantly;
B) uneven: sometimes a lot, sometimes I don’t read anything;
C) I don't read much or not at all.
How emotionally do you feel about an interesting activity for you related to mental work:
A) very emotional
B) when how;
C) emotions are not clearly expressed.
How often do you ask questions:
B) sometimes
B) very rarely?
A large number of answers a) indicates a strongly pronounced cognitive need.
Appendix 4
Determination of attractiveness for students in their group (Sishora).
The progress of the task. Read each question carefully and underline the answer that best expresses your opinion.
1.How do you rate your group membership?
A) I consider myself an active, full member of the team. (5)
B) I participate in most of the activities of the group, but often classmates do it more actively than me. (4)
C) I participate in about half of the group's affairs. (3)
D) I do not feel attached to the group and rarely participate in its affairs. (2)
E) I am not interested in the affairs of the group and do not want to participate in them. (one)
Would you like to move to another group if given the opportunity?
A) I would like to. (one)
B) More likely to have moved than stayed. (2)
C) I don't see any difference. (3)
D) Most likely, he would have remained in his group. (4)
D) I would very much like to stay in my group. (5)
Relationships between students in your group.
a) Better than others. (3)
The relationship between students in your group and teachers.
b) The same as in other groups. (2)
C) Worse than in other groups. (one)
Attitudes of classmates to study.
a) Better than other groups. (3)
b) The same as in other groups. (2)
C) Worse than in other groups. (one)
Appendix 5
Evaluation of educational motivation.
questionnaire questions.
Do you like school or not?
like
do not like
When you wake up in the morning, are you always happy to go to class or do you often feel like staying at home?
want to stay at home more
it's not always the same
I go with joy
If the teacher said that tomorrow it is not necessary for all students to come to the school, those who wish can stay at home, would you go to the school or stay at home?
would stay at home
would definitely go
Do you like it when your classes are cancelled?
I do not like
it's not always the same
Like
Would you like to not be given homework?
would not like
Would you like the school to have only changes?
would not like
Do you often tell your parents about the school?
I don't tell
Would you like to have less strict teachers?
I do not know for sure
would not like
Do you have many friends in the group?
no friends
Do you like your classmates?
like
do not like
The answers to the questions of the questionnaire are arranged in random order, the following key is used for evaluation:
Question No. Grade for the first answerFor the second answerFor the third answer
5 conditional levels of learning motivation:
25-30 points - high level of learning motivation, learning activity.
20-24 points is a good learning motivation.
15-19 points - a positive attitude towards learning, but learning attracts more with extracurricular aspects.
10-14 points - low educational motivation.
Below 10 points - a negative attitude towards the educational institution, educational maladaptation.
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At present, researchers no longer have to doubt that student achievement depends mainly on the development of learning motivation, and not only on natural abilities. There is a complex system of interrelations between these two factors. The lack of abilities under certain conditions (with a high interest of the individual in a particular activity) can be compensated for by the development of the motivational sphere (interest in the subject, awareness of the choice of profession) - and the student achieves great success. Consider the possible levels of motives for learning activities in higher education:
The first level of motivation. The student, understanding the importance of the studied sciences, shows interest in the subject, especially when the teacher establishes connections between the material under consideration and the future profession. At the same time, solving problems, doing exercises, writing essays does not captivate the student, he tends to avoid such work. He is attracted by formal, simple material, simple tasks with which you can get a credit or even pass an exam, achieve conditional success without much effort and stress. Personal professional significant qualities manifest weakly and not always, it is difficult to identify their professional significance, most likely, the motive of the teaching is characterized through the awareness of "must". It is, as a rule, associated with the external side of the learning process, focused on formal success, the achievement of an estimated result. A characteristic feature of this level of motivation is that professional education acts for the student as a means to achieve personal well-being. At the same time, he is not able to control his impulses, to engage in self-education, to overcome his shortcomings, which include, first of all, the formal assimilation of value orientations. In this case, the teacher can still purposefully build a strategy for the formation of learning motives through the formation and development of personal qualities, highlighting professionally significant ones from them. At this level, one can ascertain the emerging professional self-awareness of the student and use it to more powerfully excite the motives of learning and elements of professional activity (through professional studios, associations, clubs, and so on).
The second level of motivation of educational activity is characterized by sufficient formation of all components of motivation. The student clearly highlights the subjects that seem to him the most important and interesting. In the classes of interest to him, he is active, independent, can, with the help of a teacher, set goals for the upcoming educational activity, consciously strives to acquire knowledge and skills, work in an organized, collected manner and as much as necessary. He clearly manifests personal qualities, including professionally significant ones, the student is aware of this and does everything to develop these qualities. The very process of educational and professional activities gives him pleasure, he does not refuse special courses, extracurricular activities. This level is characterized not only by the development of personally significant motives, but also by the awareness of the social need for this type of activity; their relative stability is already traced here. However, students of this level of motivation still need guidance. The objectives of training are to develop cognitive interest, to form interest in activities, to develop cognitive interest in the profession, the need for work, a responsible attitude to one's duties, to learning, to work.
The third level of motivation is characterized by a deep awareness of the dependence of one's professional development on the entire program. Here, cognitive activity, the need for self-development are clearly manifested; the dynamics of the development of personal qualities, including professionally significant ones, is obvious. In turn, all this is a powerful motive for learning activities. There is a professional self-awareness, the student confidently connects his future with his chosen profession. This level of motivation is characterized by the overall integrity of the student, his perseverance in mastering any subject. It is easily included in the search cognitive activity. Projects, essays, term papers are often original. Such students deeply study the subject, engage in self-education. In general, the third level is characterized high development all components and signs of motivation.
Studies conducted in universities have shown that strong and weak students differ not at all in intellectual indicators, but in the degree to which their professional motivation is developed. Of course, it does not at all follow from this that abilities are not a significant factor in learning activity. Such facts can be explained by the fact that the existing system of competitive selection to universities somehow selects applicants at the level of general intellectual abilities. Those who survive the selection and end up among the freshmen, in general, have approximately the same abilities. In this case, the factor of professional motivation comes first; one of the leading roles in the formation of "excellent students" and "triple students" begins to play the system of internal motivations of the individual to educational and cognitive activity at the university. In the field of professional motivation essential role plays a positive attitude towards the profession, since this motive is associated with the ultimate goals of education.
If a student understands what profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. With the help of experiments, it was found that first-year students are most satisfied with their chosen profession. But during all the years of study, this indicator steadily decreases until the fifth year. But, despite the fact that shortly before graduation, satisfaction with the profession turns out to be the least, the attitude towards the profession itself remains positive. First-year students, as a rule, rely on their ideal ideas about the future profession, which, when confronted with realities, undergo painful changes. However, something else is important - the answers to the question: “Why do you like the profession?” indicate that the leading reason here is the idea of the creative content of the future profession. As for the real educational process, here only a small number of first-year students (30%) are guided by creative teaching methods.
On the one hand, we have high satisfaction with the profession and the intention to engage in creative activities after graduation from the university, on the other hand, the desire to acquire the basics of professional skills in the process of educational activities. In psychological terms, these positions are incompatible, because. creative stimuli can be formed only in an appropriate creative environment, including the educational one. Obviously, the formation of a real idea of the future profession should be carried out from the first year.
Comprehensive studies devoted to the problem of expulsion from the university have shown that three subjects give the highest dropout in universities: mathematics, physics, and a foreign language. The reason is not only in the objective difficulty of mastering these disciplines, but also in the fact that the student often has a poor idea of the place of these disciplines in his future profession (but at present the attitude to foreign language is changing). Therefore, a necessary component in the process of forming a real image of the future profession among students is a reasoned explanation of the importance of disciplines for the specific practical activities of graduates.
A number of questions should be included in the range of problems associated with studying the attitude of students to their chosen profession:
- 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;
- 4. problems of professional motivation.
All these moments affect the effectiveness of students' educational activities.
It is necessary to form a stable positive attitude towards the profession. There are still many unresolved issues here. In modern conditions of the dynamic development of professional knowledge, due to the presentation of the requirements of continuous improvement to the individual, the further development of this problem is becoming increasingly important. The solution to this problem comes down to providing competent assistance to the individual in finding a profession for himself and himself in the profession. Of course, this task is not easy, but it is important and noble, because its successful solution will help a person to prevent his future professional destiny from turning into a path without goals and guidelines.
Conclusion:
Thus, we found out that not only intellectual ability but also the development of the motivational sphere. Students must understand why they are studying, what they expect from this study. And the more clearly they imagine it, the stronger the motives, and hence the better academic performance. There are three levels of students' motivation, which differ in different degrees of development of cognitive activity, that is, internal motivation. But all students are different. Their motives for teaching are at different levels of development. Therefore, professionally oriented activities that take into account different categories of students in terms of the level of learning motivation can be the dominant feature in the organization of educational work at a university. The motivation of students during all the years of study changes, so it is necessary to maintain its high level throughout the study.
Thus, we considered the motivation of educational activity in different age periods. It was found that both external and internal factors can be distinguished in the motivation of the teaching of schoolchildren and students. The type of external motivator should be correlated with the level of development of the affective-emotional sphere of the student. Broad cognitive motives are especially developed among students in grades 5-8 (because in primary school they don’t exist yet, and in high school, children are already guided by certain subjects). For the development of internal motives, children need to be informed of basic knowledge and taught to apply them in practice.
Students should also talk about professional motivation. Depending on the attitude of the student to his future profession, the degree of motivation will also be different. The task of teachers and psychologists is to maintain satisfaction with the future profession at a high level throughout all the years of study. And this will lead to high cognitive activity of students of higher education.
Ministry of Education and Science of the Russian Federation
Ufa State Aviation Technical University
Department of Sociology and Social Technologies
Course work
in the discipline "Psychological foundations of work with youth"
"Motivation of educational activity of university students"
Completed by: student of the group ORM-201 Khairullina Ilmira Irshatovna
Supervisor:
Associate Professor, Candidate of Biological Sciences
Shamsutdinova Dinara Fanurovna
Introduction
Chapter 1
1 The concept of motivation
2 History and current state of the problem of personality motivation in psychology.
3 Factors, conditions and means of formation of the motivational sphere of personality.
4 Motivational sphere of personality of a modern student
Chapter 2. Organization of the study
2 Mathematical and statistical processing and description of the research results
Conclusion
List of used literature
Application No. 1
Introduction
The psychology of motivation is of particular importance for representatives of professions of the so-called socionomic type, where the main object of labor is a person (doctors, teachers, managers, leaders, etc.). In essence, no effective social interaction with a person (including socio-pedagogical interaction with a child, adolescent, young man) is possible without taking into account the peculiarities of his motivation. Behind objectively absolutely identical actions, actions of a person there can be completely different reasons, i.e. incentive sources of these actions, their motivation can be completely different.
The problem of the formation of the motivational sphere of the personality of a modern student becomes especially relevant in psychological science in the present conditions of social development. In psychological and pedagogical science, the growth of the personal approach aroused a deep interest in the motivational sphere of the personality, factors, conditions and means of its formation in professional development. The problem of studying the motivational sphere of a student's personality is the most demanded, because. reassessment of the importance of many value orientations, rethinking one's place in society, taking responsibility for the results of life are hidden in the motives of the individual and require not only knowledge, but also management of their formation.
The specificity of studying the motivational sphere of personality lies in the fact that, despite the recent increase in interest in the motivation of behavior and personality activities among psychologists (K.A. Abulkhanova-Slavskaya, E.P. Ilyin, V.G. Leontiev, A.K. Markova VD Shadrikov and others) until now the question of the psychological nature of this phenomenon remains one of the debatable, and requires deep theoretical and methodological study. The need-motivational sphere of personality has been and remains the subject of close attention of philosophers, starting from the time of ancient Greek philosophy and ending with modernity (Aristotle, I. Kant, N.A. Berdyaev, R. Descartes, M. Montaigne, Plato, G. Ricker), empirical psychology (K. Buhler, E. Thorndike, E. Spranger, Z. Freud, K. Levin), history domestic psychology(P.K. Anokhin, P.P. Blonsky, L.I. Bozhovich, L.S. Vygotsky, K.N. Kornilov, P.F. Kapterev, B.C. Merlin, I.I. Pirogov, I.A. Sikorsky, A.A. Ukhtomsky), foreign psychology (A. Maslow, G. Allport, K. Rogers). The category "motivational sphere of personality" in domestic and foreign psychology is considered in the vast majority in the context of personality.
Theoretical analysis and studies of motivation and the motivational sphere of the personality have necessitated the use of concepts and methodological foundations. The theoretical analysis of the problem made it possible to formulate a research hypothesis that the motivational sphere of a personality is a structural and holistic formation that determines the process of personal development as a whole.
A practical study has confirmed that the motivational sphere of the personality has a dynamic character. The formation of the motivational sphere of the student's personality, its functioning, subject to adequate psychological means of influence, is carried out through the targeted impact of psychological factors. The study revealed the psychological factors, conditions and means of forming the motivational sphere of the student's personality, in their dynamics, from the first to the fifth year.
The study consists of an introduction, 2 chapters, conclusions and recommendations, a conclusion, a list of references containing 20 titles and applications. The volume of work is 41 pages, in the text of the course work there are 3 tables.
The purpose of the research is to study the motivational sphere of the student's personality and determine the psychological factors, conditions and means of its formation in professional development, to trace the dynamics of changes in motives from the first to the fifth year.
The object of research is the motivational sphere of personality.
The subject of the study is the psychological factors, conditions and means of the motivational sphere of the student's personality and its formation in professional development.
Theoretical and practical analyzes investigated the psychological essence, the structure of the motivational sphere of the personality of a modern student, determined the influence of activity, communication and emotional-sensory means on the motivational sphere of the student's personality.
Chapter I Concepts of Motivation
1 The concept of motivation
For psychology, to a much greater extent than for other sciences - philosophy, physiology, cybernetics, the need to interpret the concepts of natural language is inherent. Perhaps this is most clearly manifested in the concept of motive, motivation. In the dictionary "General Psychology" motivation is defined as impulses that cause the activity of the organism and determine its direction. Motivation as a leading factor in the regulation of personality activity, its behavior and activities is of exceptional interest to all people. Mostly representatives of the social type of professions.
For the first time the word "motivation" was used by A. Schopenhauer in the article "Four principles of sufficient reason" (1900-1910). Then this term became firmly established in psychological use to explain the causes of human behavior.
In modern psychology, with the similarity of the general approach to understanding the motive, there are significant differences in some details and specifics of the definition of this concept. In principle, the very definition of the concept of "motive" presents a certain scientific problem. If we analyze the most characteristic definitions of a motive, we can see that it is considered in a generalized form as an incentive stimulus associated with other components of activity, most often with a need. Some typologies and definitions of motive:
D.N. Uznadze (1940): “In the case when the satisfaction of a need is difficult, when the need is not directly realized, it manifests itself in the mind of the subject in the form of a specific content. On the part of the subject, it is experienced in the form of a feeling of dissatisfaction, containing moments of excitement and tension, and on the objective side, in the form of certain subject contents that encourage action.
A. Maslow (1954): "The motive is expressed in a state of physiological imbalance of need ... The reaction of motivated behavior consists in actions aimed at eliminating the imbalance."
D. McClelland (1951): "The motive becomes a strong affective association, characterized by the anticipation of the target reaction and based on the past association of certain signs with pleasure or pain."
A. Vroom (1964): "Motive is a process that controls the choice that an individual makes among alternative forms of voluntary activity."
K. Obukhovsky (1972): “Motive is the verbalization of a goal and a program that enables a given person to start a certain activity.”
A.N. Leontiev (1966): "Motive is an object (perceived or only conceivable, represented), in which the need is specified and which forms its subject content."
The general idea created on the basis of these definitions (and in total there are much more of them) is rather vague, heterogeneous: on the one hand, it identifies the motive with the need (A. Maslow), on the other hand, it comes down to motivation, awareness of the goal (K. Obukhovsky ). In this context, the definition of A.N. Leontiev largely concretizes the understanding of the motive, introducing it into a direct activity context, linking it with the main subject of activity, although, apparently, the complete identification of the motive with the subject narrows its interpretation. The formation of a certain motivation is facilitated by widely used incentives. In practice, - writes B.F. Lomov, - often do not distinguish between the concepts of "motive" and "stimulus". Meanwhile, these concepts are not identical. This or that form of labor stimulation, this or that stimulus only then becomes a motivating force when it turns into a motive. The general provision on the connection of motives with the category of "need" in most cases is not debatable, although sometimes there are discrepancies here. Ideals, interests, personalities, beliefs, social attitudes, values can also act as motives, but at the same time, behind all these reasons there are still the needs of the individual in all their diversity (from vital, biological to higher social).
The term "motivation" is a broader concept than the term "motive". In modern psychology, they designate at least two mental phenomena: a) a set of motives that cause the activity of an individual and determine its activity, that is, a system of factors that determine behavior (this includes, in particular, needs, motives, goals, intentions, aspirations, etc.). d.); b) the process of education, the formation of motives, the characteristics of the process that stimulates and maintains behavioral activity at a certain level. Motivation, therefore, can be defined as a set of psychological causes that explain human behavior, its beginning, direction and activity. The idea of motivation arises when trying to explain, not describe behavior. It is a search for answers to questions like "why?", "what for?", "for what purpose?" and “for what?”, “what’s the point…?”. The discovery and description of the causes of stable changes in behavior is the answer to the question of the motivation of the actions containing it.
Any form of behavior can be explained by both internal and external causes. In the first case, the psychological properties of the subject of behavior act as the starting and ending points of the explanation, and in the second, the external conditions and circumstances of his activity. In the first case, they talk about motives, needs, goals, intentions, desires, interests, etc., and in the second - about incentives emanating from the current situation. Sometimes all psychological factors that, as it were, from within, from a person determine his behavior, are called personal dispositions. Then one speaks of dispositional and situational motivation as analogues of internal and external determination of behavior.
Dispositional and situational motivations are not independent. Dispositions can be updated under the influence of a certain situation and, on the contrary, the activation of certain dispositions (motives, needs) leads to a change in the situation, or rather its perception by the subject.
Momentary, actual behavior of a person should be considered not as a reaction to certain internal or external stimuli, but as a result of the continuous interaction of his dispositions with the situation. This suggests considering motivation as a cyclical process of continuous mutual influence and transformation, in which the subject of action and the situation mutually influence each other, and the result of this is really observable behavior.
Motivation acts as a process of continuous choice and decision-making based on the weighing of behavioral alternatives.
Motivation explains the purposefulness of actions, the organization and sustainability of a holistic activity aimed at achieving a specific goal. A motive, in contrast to motivation, is something that belongs to the subject of behavior itself, is its stable personal property, which induces certain actions from the inside. A motive can also be defined as a concept that, in a generalized form, represents a set of dispositions.
Of all possible dispositions, the concept of need is the most important. Need - a state of need of a person or animal in certain conditions, which they lack before normal existence and development. Need as a state of personality is always associated with a person's feeling of dissatisfaction associated with a shortage of what the body (personality) needs.
All living beings have needs, and this distinguishes living nature from non-living. The need activates the body, stimulates its behavior, aimed at finding what is required. The quantity and quality of needs that living beings have depends on the level of their organization, on the way and conditions of life, on the place occupied by the corresponding organism on the evolutionary ladder. A person has the most diverse needs, who, in addition to physical and organic needs, also has material, spiritual, social needs. As individuals, people differ from each other in the variety of needs they have and the special combination of these needs.
The main characteristics of human needs are the strength, frequency of occurrence and ways of satisfaction. An additional, but very significant characteristic, especially when it comes to a person, is the objective content of the need, that is, the totality of those objects of material and spiritual culture with the help of which this need can be satisfied.
The second concept after need in terms of its motivational value is the concept of goal. The goal is that directly conscious result, which is currently directed by the action associated with the activity that satisfies the actualized need.
Dispositions (motives), needs and goals are the main components of a person's motivational sphere.
The motivational sphere of a person in terms of its development can be assessed by the following parameters: breadth, flexibility and hierarchization. The breadth of the motivational sphere is understood as a qualitative variety of motivational factors - dispositions (motives), needs and goals presented at each level. The more diverse motives, needs and goals a person has, the more developed his motivational sphere is.
Flexibility. More flexible is such a motivational sphere, in which, to satisfy a motivational impulse of a more general nature (higher level), more diverse motivational stimuli of a lower level can be used. For example, the motivational sphere of a person is more flexible, which, depending on the circumstances of satisfaction of the same motive, can use more diverse means than another person. For one individual, the need for knowledge can only be satisfied by television, radio and cinema, while for another, a variety of books, periodicals, and communication with people are also a means of satisfying it. The latter will have a more flexible motivational sphere.
Hierarchization is a characteristic of the structure of each of the levels of organization of the motivational sphere, taken separately. Some dispositions are stronger than others and occur more frequently; others are weaker and updated less frequently. The more differences in the strength and frequency of actualization of motivational formations of a certain level, the higher the hierarchization of the motivational sphere.
The motives of human activity are extremely diverse, since they arise from various needs and interests that are formed in a person in the process of social life. In their highest forms, they are based on a person's awareness of his moral duties, the tasks that social life sets before him, so that in their highest, most conscious manifestations, human behavior is regulated by conscious necessity, in which it acquires truly understood freedom.
2 History and current state of the problem of personality motivation in psychology
The problem of motivation is one of the most important in modern psychology. It is no coincidence that at the beginning of our century, fruitful work on the study of motivation began almost simultaneously in different countries of the world.
The problem of motives has come a long way of development. Considering the history of research, motivation began to be developed in connection with overcoming the concepts of "atomism" of associationists. By this time (late XIX - early XX.)
Foreign studies also pay great attention to the study of motives. Numerous theoretical and experimental works have been carried out on the issues of motives in the behavior of humans and animals. The development of motivation issues is carried out intensively in various areas psychological science using a variety of methods.
William McDougall in England considered instincts as the main explanatory concept and thus laid the foundations for the study of motivation in the spirit of the theory of instincts. This direction was subsequently presented in the works of modern ethologists - Konrad Lorenz and Nichols Tinbengen.
Almost simultaneously with McDougall, Sigmund Freud in Austria tried to explain such seemingly irrational phenomena as the content of dreams and the behavior of neurotics by the dynamics of hidden needs, and thereby laid the foundation for following motivation in personality theory.
The first study of learning was carried out by the American Edward Thorndike in the basement of his teacher William James. Saam James did not experiment, but the concept of "habit" he developed became central to the associative theory of learning.
I.P. Pavlov and E.L. Thorndike laid the foundations of the associative direction in motivation research. In the associative direction of studying the problem of motivation, the name of Thorndike is associated with the line of the psychology of learning, and with the name of I.P. Pavlova - line of activation psychology.
Narcissus Ah in Germany, adhering to the Wundian traditions, tried by experimental psychological methods to identify the leading component of cognitive processes in an allegedly passive stream of consciousness. As a result of his experiment, Ah singled out "determining tendencies" that, although not given in consciousness, nonetheless direct behavior.
Murray's work, The Study of Personality, is the crossroads of a number of important strands along which the psychology of motivation has developed, beginning with McDougall, Freud, and Lewin. Murray's Thematic Apperception Test (TAT) deserves special mention. A specially developed form of this technique played a large role in measuring motives, in particular, the achievement motive.
Henry Murray, based on an intensive study of a small number of subjects, compiled an indicative list of twenty needs. Although this list has undergone major modifications in later work, the original twenty needs remain highly representative.
Maslow created a reasonable fundamental classification of motives, fundamentally different from previously existing ones. He considers whole groups of motives, which are ordered in a value hierarchy according to their role in the development of personality.
In the theory of motivation developed in domestic psychology, it is generally accepted that, speaking of motives, it is the objectified need that should be borne in mind. The author of the psychological concept of activity A.N. Leontiev noted that the object of activity, being a motive, can be both material and ideal, but the main thing is that there is always a need behind it, that it always meets one or another need.
One of the first special works in the pre-October period can be considered the book of Professor of St. Petersburg University L.I. Petrazhitsky "On the motives of human actions". Even then, he raised the question of creating a scientific theory of motivation, necessary not only for psychology, but also for other disciplines.
Interest in the problem of motives during this period is also observed in studies of the mental processes of personality traits. A.F. Lazursky, analyzing the volitional process, singled out in it “the strength and weakness of desires and inclinations”, “to discuss motives”, “certainty of desires”. Motives were considered as inherent in the stages of decision-making and its execution.
In the post-October period, when psychology was being formed as a Marxist science, it faced many both theoretical and practical problems. One of the first studies of motives was taken up by A.A. Ukhtomsky (1875-1945), considering holistic behavior. The problem of motives, which turned out to be at the center of his scientific interests, he studied in various aspects: physiological, psychological, worldview.
The works of V.M. Borovsky. In this regard, the provisions on motivation expressed by him in the book "Introduction to Comparative Psychology" are interesting. He believed that one should be able to predict human behavior and direct it in the right direction.
In the prewar years, insufficient attention was paid to the study of theoretical issues of motivation, which also affected the limitations of "psychotechnical" research.
In the published in 1935 S.L. Rubinstein (1889-1960) in his book Fundamentals of Psychology, which was based on the principles of Marxist philosophy, mentioned motivation mainly in connection with volitional actions. But already in 1940 S.L. Rubinstein in the book "Fundamentals of General Psychology" considered motives in connection with specific activities, which was a step forward in the study of motivation. At the same time, motives were associated with socio-historical development, the social nature of human activity, the difference between human activity, as conscious, and the instinctive behavior of animals, was emphasized. Also in his books, he developed a need approach to the consideration of motives.
For a long time, A.N. Leontiev (1903-1979). His concept of motivation is most fully described in the book “Problems of the Development of the Psyche”, as well as in the book “Activity. Consciousness. Personality". Consideration of questions of motivation A.N. Leontiev is conducted in connection with the analysis of the course of the formation of human consciousness in the genesis. He introduces the concept of the personal meaning of activity and comes to the conclusion that "the formation of a person's personality finds its psychological expression in the development of its motivational sphere."
V.N. Myasishchev, who analyzed motives as personality relationships. A.G. Kovalev considers motives in relation to the needs of the individual.
In the activity aspect, motivation is considered by V.D. Shadrikov, who connects it with the model of the psychological functional system of activity, showing its role in professional training.
The motives of creative activity were also studied, analyzing the motivation of creative work, B.A. Frolov distinguishes between internal and external motivation. The first focuses on a developing subject of research, the second - on achieving high results, receiving a bonus, success, etc.
Numerous studies have been carried out by Soviet psychologists on the motives of learning. Is not it. Bozovic (1908-1981) and her collaborators and followers have been studying the motives of schoolchildren for a long time. Their work was of great importance for the development of the problem of learning motivation. At the same time, promising for the further development of this area of psychology was its position on the relationship of motives with the orientation of the personality and with its attitude to the surrounding reality, as well as on the structural nature of motivation.
Questions of motivation are also discussed in a number of other works. IN AND. Selivanov considers the motives of behavior, as well as the connection between the motivational, cognitive and volitional spheres in the self-regulation of behavior.
A significant contribution to the development of the theory of motivation was made by domestic psychologists P.K. Anokhin, N.A. Bernstein, A.N. Leontiev, B.F. Lomov, R.S. Nemov, E.P. Ilyin and others, who found that motivation explains the purposefulness of an action, the organization and stability of a holistic activity aimed at achieving a specific goal.
The psychological mechanisms of human motivation were studied by X. Heckhausen and others. According to X. Heckhausen, motivation is the interaction of three main factors: personal, motive and situational, correlated with each other through the mechanism of cognitive inferences
R.S. Nemov defines motivation as "a set of psychological reasons that explain human behavior, its beginning, direction and activity."
The psychology of educational activity, the problems of motivation in the process of its implementation were fruitfully developed by L.S. Vygotsky, A.G. Asmolov, V.V. Davydov, A.N. Leontiev, A.R. Luria, A.V. Petrovsky, S.L. Rubinstein and others.
A number of researchers as part of educational motivation distinguish cognitive motives related to the content of educational activity and the process of its implementation, as well as social motives associated with various social relations of the student to other people (L.I. Bozhovich, A.B. Orlov, A.K. Markova, T.A. Matis, P.M. Yakobson).
A review of the work of domestic and foreign psychologists shows that currently in psychology data have been accumulated to clarify some of the starting positions, so for further, broader and deeper research into the problems of motivation.
1.3 Factors, conditions and means of forming the motivational sphere of the individual
Based on modern psychological ideas about the category of motivation (V.K. Vilyunas, V.I. Kovalev, E.S. Kuzmin, B.F. Lomov, K.K. Platonov, etc.), the motivational sphere of a personality is understood as a set of persistent motives that have a certain hierarchy and express the orientation of the personality. Such motivational education: dispositions (motives), needs and goals - are the main components of the motivational sphere of a person. Each of the dispositions can be implemented in many needs. In turn, behavior aimed at satisfying a need is divided into types of activity (communication) that correspond to particular goals.
In addition to motives, goals and needs, interests, tasks, desires and intentions are also considered as incentives for human behavior.
Interest is a special motivational state of a cognitive nature, which, as a rule, is not directly related to any one, relevant at a given time, need. Interest in oneself can be caused by any unexpected event that involuntarily attracts attention, any new object that appears in the field of vision, any private, random auditory or other stimulus.
A task as a particular situational-motivational factor arises when, in the course of performing an action aimed at achieving a specific goal, the body encounters an obstacle that must be overcome in order to move on. The same task can arise in the process of performing a variety of actions and therefore is as non-specific to needs as is interest.
Desires and intentions are momentarily arising and quite often replacing each other motivational subjective states that meet the changing conditions for performing an action.
Interests, tasks, desires and intentions, although they are included in the system of motivational factors, participate in the motivation of behavior, however, they play in it not so much an incentive as an instrumental role. They are more responsible for the style than for the direction of behavior.
Motivation of human behavior can be conscious and unconscious. This means that some needs and goals that control human behavior are recognized by him, while others are not. Many psychological problems get their solution as soon as we give up the idea that people are always aware of the motives of their actions, actions, thoughts and feelings. In fact, their true motives are not necessarily what they appear to be.
The sources of meanings that determine what is significant for a person and what is not, and why, what place certain objects or phenomena occupy in his life, are the needs and personal values of a person. Both of them occupy the same place in the structure of human motivation and in the structure of the generation of meanings: meaning for a person is acquired by those objects, phenomena or actions that are related to the realization of any of his needs or personal values. These meanings are individual, which follows not only from the discrepancy between the needs and values of different people, but also from the uniqueness of individual ways of their implementation.
By placing needs in the center of attention, the inner world of the individual is entirely dependent on the external world in which the individual lives and acts. Such a dependence exists, but besides this, the personality has a certain fulcrum that allows it to take an independent position in relation to the outside world and all its requirements. This point of support is formed by personal values.
Personal values connect the inner world of the individual with the life of society and individual social groups. Any social group - from a separate family to humanity as a whole - is characterized by a focus on certain common values: ideal ideas about the good, desirable, proper, summarizing the experience of joint life of all members of the group. The transformation of a social value into a personal value is possible only when a person, together with the group, is involved in the practical implementation of this common value, feeling it as his own. Then a personal value arises and takes root in the structure of the personality - an ideal idea of what is due, which sets the direction of life and acts as a source of meaning. A formal attitude to social values does not lead to their transformation into personal ones.
Needs and personal values enter the inner world of the individual in a completely different guise. Needs are reflected in the inner world in the form of desires and aspirations emanating from the "I", more or less arbitrary and therefore random. Personal values, on the contrary, are reflected in it in the form of ideals-images of perfect traits or desirable circumstances that are experienced as something objective, independent of the "I". Unlike needs, personal values, firstly, are not limited to a given moment, a given situation; secondly, they do not attract a person to something from the inside, but attract him from the outside; objectivity, since any value is experienced as something that unites with other people. Of course, this objectivity is relative, because even the most generally accepted values, becoming part of inner peace a particular person, are transformed and acquire their own distinctive features in it.
The motive begins to form with the emergence of a need, a need for something, generated by emotional anxiety, displeasure. The very awareness of the motive is stepwise: first, it is realized what the cause of emotional displeasure is, what a person needs to exist at the moment, then the object that meets this need and can satisfy it (a desire is formed) is realized, later it is realized how, with the help of what actions it is possible achieve what you want. Subsequently, everything ends with the realization of the energy component of the motive in real actions.
Also, the motivational sphere can be caused, formed by such personal characteristics as the need for communication (affiliation), the motive of power, the motive of helping people (altruism) and aggressiveness.
Affiliation is the desire of a person to be in the company of other people, to establish emotionally positive good relationships with them. The antipode of the affiliation motive is the motive of rejection, which manifests itself in the fear of being rejected, not accepted personally by people you know. The motive of power is the desire of a person to have power over other people, to dominate, manage and dispose of them. Altruism is the desire of a person to selflessly help people, the opposite is egoism as the desire to satisfy selfish personal needs and interests, regardless of the needs and interests of other people and social groups.
It also takes into account both the strength and stability of the motives that make up the motivational sphere of the individual. It is possible to single out systems of motives for various types of activity. For example, in the motives of educational activity, one can single out general cognitive and specific ones - interest in various subjects of education.
A special place in the motivational sphere of the individual is occupied by the motives of communication, which, on the one hand, are closely related to the motives of activity, because in the process of joint activity, people inevitably enter into communication; on the other hand, they are closely related to the motives of behavior that is not limited to the scope of activity. This close connection does not exclude their independence in the motivational sphere of personality.
The process of the emergence and formation of motives usually involves the assimilation of social experience, personal individual experience, its comprehension, positive successes in this activity, a favorable attitude of the social environment to this activity (this behavior).
Many factors contribute to strengthening motivation and its development, increasing its stability: the observed life of society, existing social relations; purposeful education of the individual: the formation of ideological conviction, diligence; systematic effective activity; its optimal organization, timely evaluation impact; positive influence of the team, etc.
The emotional sphere influences the motivational sphere from the energy side. The external manifestation of motivation, the dynamics of its flow in the process of behavior and activity depend on its features. Will as the ability to control one's behavior is also permeated with motives that are included in volitional action as one of its most important links.
The formation of a certain motivation is facilitated by widely used incentives. The stimulus may not turn into a motive if it is not accepted by the person (or does not meet any human need).
Thus, the emergence of motives can be represented as follows:
the emergence of a need → its awareness → awareness of the stimulus → → transformation (here with the participation of the stimulus) of the need into a motive and its awareness.
motivation personality student psychology
The motivational sphere of a personality is assessed on the basis of all parameters (strength, stability, structure) used to assess both a separate motive and motivation as a whole. For successful, highly effective human activity, some conditions are necessary for the formation of a motivational sphere: firstly, the development of motives for this activity (their multiplicity), which ensures a positive attitude towards it; secondly, their sufficient strength; thirdly, sustainability; fourthly, a certain structure of motivation; fifthly, their definite hierarchy.
1.4 Motivational sphere of personality of a modern student
The definition of the age limits of youth, as well as the solution of many problems related to youth, is still the subject of scientific discussions. The well-known Russian sociologist I. V. Bestuzhev-Lada writes: “The fact is that youth is not only and not so much an age concept as a social and historical one. This category at different times and in different strata of society included people of very different ages.
Youth is for the majority of young people and student time, when they have to endure quite a lot of stress - physical, mental, moral, strong-willed. The main goal and result of educational activity is to change the student himself, his personality, his psychological sphere.
The characterization of the motives of students' educational activity deserves serious attention, since they directly affect the quality of professional training, the formation of a professional's personality. Some of them: cognitive, professional, motives of creative achievement, broad social motives - the motive of personal prestige, the motive of maintaining and raising the status, the motive of self-realization, the motive of self-affirmation, material motives. An essential motivational factor in the effectiveness of students' educational activities is the motive of creative achievement. The need for achievements is experienced by a person as a desire for success, which is the difference between the past level of performance and the present, it is competition with oneself for success, the desire to improve the results of any business that one undertakes. It also manifests itself in involvement in achieving long-term goals, in obtaining unique, original results both in the product of activity and in ways to solve the problem. The need for achievement stimulates a person to search for situations in which he could experience the satisfaction of achieving success. Since the learning situation contains many opportunities to achieve a higher level, it can be assumed that individuals with a high need for achievement should experience greater satisfaction from learning, invest more effort in the learning process, which will lead to higher learning outcomes (higher student achievement). The flip side of the need for achievement is the need to avoid failure. Students with a pronounced desire to avoid failure, as a rule, show a low need to improve the results achieved, prefer standard methods to unique methods, and are afraid of creativity. For students with the prevailing motive of avoiding failure, increased anxiety, a non-constructive attitude to learning are characteristic (more often a defensive attitude towards learning activities is manifested). They usually don't study for satisfaction. academic achievements, but most likely in order to get rid of the troubles associated precisely with failure.
Communication plays a big role. Educational activities take place in a group, among classmates. In this regard, experts (Yu.M. Orlov, N.D. Tvorogova and others) draw attention to the importance of the affiliation motive. If obstacles (real or supposed) are found in meeting the need for affiliation, then this can lead to an increase in the student's psycho-emotional stress and anxiety, to the emergence of a state of frustration, depression, etc.
The need for self-assertion continues to develop in youth. The motives of self-affirmation (dominance) are manifested in the desire of a person to influence other people, control their behavior, be authoritative, convincing. They manifest themselves in the desire to prove the truth to others, to be the winner in the dispute, to impose on others their views, tastes, style and fashion, problem solving. In student learning activities, this need increases satisfaction with learning, facilitates its process, and increases responsibility in relation to learning. The dominance motive increases the effectiveness of learning activities, especially when an element of competition is introduced, and also when it is combined with achievement motives.
One of the adequate motives for teaching modern students is a cognitive need. It manifests itself in the fact that a person seeks to expand experience, knowledge, streamline both, strives to be competent, develops the ability to freely operate with knowledge, facts, seeks to understand the essence of the problem, question, systematizes experience through mental actions, seeks to create a logically consistent and reasonable picture peace. Since the student is not yet involved in solving real problems that arise in production conditions (including in the conditions of pedagogical work), his main and quite meaningful goal is to master the methods and techniques of educational activity, acquire the necessary system of fundamental knowledge, master the social status of the student . Gradually, with the acquisition of professional knowledge, they comprehend the professional subtleties of their future specialty more deeply, they form a certain attitude towards their future professional activity. The cognitive need, combined with the achievement motive, has a very strong influence on the improvement of academic performance, creates deep satisfaction with studies at the university.
The professional motive for teaching students (from choosing or changing a profession to satisfaction with self-realization in it or mastering it to perfection) goes through certain phases. A young person's conscious and independent choice of a professional work path, a consciously and independently built personal professional life plan is a necessary condition for the success of his work and satisfaction in the future. E. Shein singled out eight main career orientations (anchors).
Professional Competence. This attitude is associated with the presence of abilities and talents in a particular field (scientific research, engineering design, financial analysis, etc.). People with this attitude want to be masters of their craft, they are especially happy when they achieve success in professional field, but quickly lose interest in work that does not allow them to develop their abilities. At the same time, these people seek recognition for their talents, which should be expressed in a status befitting their skill.
Management. In this case, of paramount importance are the orientation of the individual to the integration of the efforts of other people, the full responsibility for the final result and the combination of various functions of the organization. Understanding this career orientation is related to age and work experience. Such work requires not only analytical skills, but also interpersonal and group communication skills, emotional balance in order to bear the burden of power and responsibility. A person with a career orientation in management will consider that he has not achieved his career goals until he takes a position in which he manages various aspects of the enterprise: finance, marketing, production, development, sales.
Autonomy (independence). The primary concern for a person with this orientation is freedom from organizational rules, regulations, and restrictions. The need to do everything in one's own way, to decide for oneself when, on what and how much to work, is clearly expressed. Such a person does not want to obey the rules of the organization ( work time, place of work, uniform), a person is ready to give up promotion and other opportunities in order to preserve his independence.
Stability. This career orientation is driven by the need for security and stability so that future life events are predictable. It is necessary to distinguish between two types of stability - the stability of the place of work and the stability of the place of residence. Job stability means finding a job in an organization that provides a certain length of service, has a good reputation, cares about its retired workers and pays large pensions, and appears to be more reliable in its industry. The second type, the stability-oriented person, binds himself to a geographic region, putting down roots in a certain place, investing his savings in his home, and changes job or organization only when this is not accompanied by his breaking away from the place. Stability-oriented people may be talented and rise to high positions in the organization, but preferring a stable job and life, they will refuse promotion if it threatens risk and temporary inconvenience, even in the case of wide-ranging opportunities.
Service. The core values of this orientation are working with people, serving humanity, helping people, wanting to make the world a better place, etc. A person with this orientation will not work in an organization that is hostile to their goals and values and will refuse to be promoted or transferred to another work if it does not allow realizing the main values of life. People with this career orientation most often work in the field of environmental protection, quality control of products and goods, consumer protection, etc.
Call. The main values in this type of career orientation are competition, victory over others, overcoming obstacles, solving difficult problems. Man is oriented to challenge. The social situation is most often viewed from a win-lose perspective. The processes of struggle and victory are more important to a person than a particular field of activity or qualification. Novelty, variety, and challenge are of great value to people with this orientation, and if everything is too simple, they become bored.
Lifestyle integration. A person is focused on the integration of various aspects of the lifestyle. He does not want his life to be dominated only by his family, or only by his career, or only by self-development. He wants it all to be balanced. Such a person values his life as a whole more - where he lives, how he improves - than a specific job, career or organization.
Entrepreneurship. A person with such a career orientation seeks to create something new, he wants to overcome obstacles, he is ready to take risks. He does not want to work for others, but wants to have his own brand, his own business, financial wealth. Moreover, this is not always a creative person, for him the main thing is to create a business, concept or organization, build it so that it is like a continuation of himself, put his soul into it. The entrepreneur will go on with his business, even if at first he fails and takes serious risks.
Career orientation, together with professional self-determination, largely influences the choice of a person's life path.
The choice of a profession is an important issue in a person’s life, and the effectiveness of a person’s activity and satisfaction with their work, the desire to improve their skills, and much more depend on how correctly it is resolved. The motives for choosing a profession are many and varied. They include awareness of the importance of this profession. A number of motives are associated with the specific features of the profession, with the content and nature of labor, its conditions and characteristics; with the desire to lead people, organize their work, work as part of a team, with remuneration, etc. Professional motivation is dynamic, changeable. This affects the attitude towards studying at the university and subsequent professional activities.
There is also such a thing as "motivational syndrome". Yu.M. Orlov was the first to use this term to refer to a set of motives correlated with a particular need. At the same time, the author notes the fact of "crossing" the motives of the need for knowledge with the motives of achievement, affiliation, dominance, which allows, by stimulating one motive, to influence the motives of other needs.
In the understanding of A.A. Verbitsky motivational syndrome is, on the one hand, a way of understanding the motivational sphere as a system in which all motivational components are represented and interact: motives, goals, interests, drives, etc.; and on the other hand, a way of understanding their correlation and interconnection in the motivational sphere of a particular subject of learning.
Cognitive and professional motives are one of the forms of the appearance of the motivational syndrome. They are relatively independent components of a single, broader general - motivational syndrome of learning activity, reflecting the dynamics of mutual transformations of these motives. The substantive difference between the professional motivational syndrome and the cognitive syndrome lies in the severity of the leading professional and cognitive motives, respectively.
Chapter II Organization of the study
1 Sample and study design
motivation personality student psychology
The motivational sphere of a modern university student is a very complex structure. Its formation occurs mainly in childhood, in the process of child development. What she will become depends both on the educational influence of parents and teachers, and on the environment. That it is different for different individuals is obvious.
Description of the problem situation. The problem of the formation of the motivational sphere of the personality of a modern student becomes especially relevant in psychological science. Motivation is one of the leading factors for successful learning. But the features of this factor and its effectiveness differ at different stages of the educational process through which the student passes. From the first to the last course, both the educational and professional activity itself and its motivation change. The inadequacy of the motives of the educational activity of some of these students may be the reason for their poor progress, respectively, the improvement of the process of university education can also be directed to the motivation-oriented link in the educational activity of students.
The object of research on motivation is a social group of young people aged 18 to 23 years. The study is selective. Sampling is carried out according to the criterion that all students are university students.
The study will be conducted on the basis of three psychological tests to assess motivation (Appendix No. 1 "Questionnaire"):
T. Ehlers' methodology for diagnosing personality for motivation for success.
Studying the motives of students' educational activity (A.A. Rean, V.A. Yakunin).
Methods for studying the motivation of learning at the university T.I. Ilyina.
T. Ehlers' methodology for diagnosing personality for motivation shows not only the student's orientation to success, but also the level of risk (fear of failure). The stimulus material consists of 41 statements, to which the subject must give one of 2 answers “yes” or “no”. The test belongs to monoscale methods. The degree of motivation for success is assessed by the number of points that match the key.
The methodology for studying the motives of educational activity was developed at the Department of Pedagogical Psychology of the Leningrad University (modified by A. A. Rean, V. A. Yakunin). The interviewees were given a list of 16 reasons that motivate people to study. You need to choose five reasons that are most meaningful to the individual. For each student, a qualitative analysis of the leading motives of educational activity is carried out. For the entire sample, the frequency of choosing one or another motive is determined.
When creating a methodology for studying learning motivation, the author, T.I. Ilyina, used a number of other well-known techniques. It has three scales: “Acquisition of knowledge” (desire to acquire knowledge, curiosity); "Mastering the profession" (the desire to master professional knowledge and form professionally important qualities); “Getting a diploma” (the desire to acquire a diploma with the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). In the questionnaire, for masking, the author of the methodology included a number of background statements that are not further processed. The questionnaire consists of fifty questions, where for agreement they provide a “+” sign or a “-” sign for disagreement. Scales are the key to testing. For answers to certain questions in each of the scales, a certain number of points is put. Thus, a result is obtained that correlates with the maximum of the scale. The predominance of motives on the first two scales indicates an adequate choice of a profession by a student and satisfaction with it.
2.2 Mathematical and statistical processing and description of the research results
The study involved 114 students. The uneven distribution of people across courses reduced the number of people to 15 people per course for correct processing of the results.
Mathematical and statistical processing was carried out on an IBM Pentium in the SPSS for Windows v.11 statistical package and using special programs prepared for psychologist users using Turbo-Pascal and Visual Basic languages, adapted to work with Windows OS, supplemented with a user interface, automatic determination of the sizes of tables, reading of names of parameters and presentation of results in the form of tables, convenient for viewing, in MS Excel format.
All aspects of the educational work of students are accompanied by certain motives. The most frequently noted features of the emotional climate in the psychological and pedagogical literature, which are necessary to create and maintain the motivation for learning:
) positive emotions associated with the university as a whole and staying in it. They are the result of the skillful and well-coordinated work of the entire teaching staff, as well as the correct attitude to learning in the family;
) positive emotions due to smooth, good business relationships between the student and teachers and comrades, the absence of conflicts with them, participation in the life of the group and institute team.
These emotions include, for example, emotions of prestige arising from a new type of relationship between a teacher and a student, which develops in the course of applying modern teaching methods by a teacher, in the presence of their relationship as colleagues in a joint search for new knowledge.
Based on this, A. Rean and V. Yakunin's test was conducted, aimed at studying the motives of students' educational activities.
Rice. 1. The results of studying the educational activities of students according to the test of A.A. Reana and V.A. Yakunin, where:
Become a highly qualified specialist. 2. Get a diploma. 3. Successfully continue your studies in subsequent courses. 4. Successfully study, take exams for "good" and "excellent". 5. Constantly receive a scholarship. 6. Acquire deep and solid knowledge. 7. Be constantly ready for the next class. 8. Do not start studying the subjects of the educational cycle. 9. Keep up with fellow students. 10. Ensure the success of future professional activities. 11. Fulfill pedagogical requirements. 12. Achieve the respect of teachers. 13. Be an example for fellow students. 14. Get the approval of parents and others. 15. Avoid judgment and punishment for poor study. 16. Get intellectual satisfaction.
There are 5 leading motives of educational activity:
1. Become a highly qualified specialist - 16.5%
2. Ensure the success of future professional activities - 15.5%
Get a diploma - 13.9%
Get intellectual satisfaction - 9.6%
Acquire deep and solid knowledge - 9.3%
In general, the picture of elections is the same for students of all courses. Motives: "Become a highly qualified specialist", "Get a diploma", "Ensure the success of future professional activity" are among the five significant motives for students of 1-5 courses.
However, it should be noted that for 1st year students, a significant motive is the desire to achieve the approval of parents and others (8% of students). First-year students have been students for less than six months, and memories of choosing a university, of entrance examinations are still fresh. Admission to a university is a serious stress for an applicant, an important role here is played by the desire to justify the hopes of their parents, teachers, relatives. Now that they are students at a prestigious university, many of them understand and reflect on the fact that parents have put a lot of effort into paying for tutoring services or reimbursing tuition costs. Hence the desire to study successfully, pass exams for “good” and “excellent”. This motive was chosen by 9% of first-year students.
Second-year students, in addition to the three above, have a desire to acquire deep and solid knowledge (11% of the subjects). In the third semester, disciplines of specialization appear, so a large number of sophomores think that the knowledge and skills they acquire will certainly be needed in the future when they find employment.
Significant for sophomores is the opportunity to receive a permanent scholarship. This motive is consistent with the previous one, because solid knowledge allows you to pass the session well. The material need becomes important because at 18-19 years old, having “own” money gives at least some autonomy from parents.
3rd-5th year students also choose the opportunity to get intellectual satisfaction as reasons that motivate them to study (7, 10 and 8%, respectively). Senior students are involved in writing term papers and scientific papers, they have a sphere of professional interests, so the opportunity to communicate with specialist teachers becomes not only necessary for students, but also interesting.
Students of the 3rd and 5th courses chose the motive "Acquire deep and solid knowledge", and students of the 4th year - "Successfully study, pass exams with "good" and "excellent". It is possible that 4th year students are thinking about employment and obtaining a diploma, and therefore the marks that will be in the insert to the diploma become especially important for them. For the fifth year, this motive should also be significant, however, most of the disciplines have already been completed and the overall picture, or the average score of the diploma, has almost already been formed. It is also interesting to note that the significance of the motive "Get a diploma" as a reason for motivating students to study is less for 5th year students than for students of all previous courses. For graduate students, obtaining a diploma is already an absolute fact, so now they are thinking more about further employment and, as a result, about obtaining deep knowledge in their specialty.
An experienced psychologist, a teacher who can perceive a student holistically, always mentally compares the motivation for learning with how this student knows how to learn. By carefully observing students, a psychologist or teacher notices that interest in learning, having arisen without relying on strong skills in educational work, fades away and, conversely, the successful completion of educational work due to the possession of the ability to learn in itself is a strong motivating factor. At the same time, in practice, the effectiveness of educational work, the progress of students are sometimes assessed without taking into account their motivation, and the motivation and cognitive interests of students are studied in isolation from the analysis of the ability to learn.
Different types of attitude to learning are associated with the nature of his motivation and the state of learning activity.
There are several such types of attitude to learning: negative, indifferent (or neutral), positive (cognitive, initiative, conscious), positive (personal, responsible, effective).
The negative attitude of students towards learning is characterized by the following: poverty and narrowness of motives; cognitive motives are exhausted by interest in the result; the ability to set goals and overcome difficulties is not formed; educational activity is not formed; there is no ability to perform an action according to a detailed instruction; there is no orientation to the search for different ways of action.
With a positive attitude of students to learning in motivation, unstable experiences of novelty, curiosity, unintentional interest are observed; the emergence of the first preferences of some academic subjects over others; broad social motives of duty; understanding and primary understanding of the goals set by the teacher. Educational activity is characterized by the implementation of individual educational actions according to the model and instructions, as well as simple types of self-control and self-assessment.
Having carried out the methodology for studying the motivation of learning at the university T. I. Ilyina, the average values for each course were calculated and diagrams were drawn up.
Interpretation:
Scale "Acquisition of knowledge". Maximum - 12.6 points.
Scale "Mastering a profession". Maximum - 10 points.
Graduation School. Maximum - 10 points.
Ilyina's test clearly demonstrates the students' adequate choice of profession and satisfaction with it. Not quite equally for all courses, but the overall result can be called positive.
According to T. Ehlers' methodology for diagnosing a personality for success motivation, people who are moderately and strongly oriented towards success prefer an average level of risk, those who are afraid of failure prefer a low or, conversely, too high level of risk. The higher the person's motivation for success - achieving the goal, the lower the willingness to take risks. At the same time, the motivation for success also affects the hope for success: with a strong motivation for success, the hopes for success are usually more modest than with a weak motivation for success.
People who are motivated and have high hopes for success tend to avoid high risk. Those who are highly motivated to succeed and have a high willingness to take risks are less likely to have accidents than those who are highly motivated to take risks but have a high motivation to avoid failure (protection). Conversely, when a person has a high motivation to avoid failure (protection), then this prevents the motivation for success - achieving the goal.
According to the study by T. Ehlers, the first year students had no low motivation for success. This may be due to the beginning of educational activities, prospects and hopes for the future, youth extremism. Also, the second and fourth also lack low motivation. The third year does not have too high a level of motivation. In the fifth year, all variants of the result are present. In the third, fifth, fourth and first year, a moderately high level of motivation prevails. On the second - average, which may be due to the "screening out" of students after the first year.
Comparison of test results from the first to the fifth year is presented in the diagram:
Rice. 2. The results of studying the educational activities of students according to the test of T. Ehlers, where:
Conclusion
As a result of the theoretical and practical research, based on the analysis of various theories on the study of motivation, it can be concluded that the motivational sphere is a multi-level organization, with a complex structure and mechanisms for its formation. Motivation, as a sustainable personal formation, is considered from the position of orientation, intentions in meeting needs.
In determining the psychological conditions for the development of the motivational sphere, while understanding the conditions as a system of psychological influences on a person, defining them as necessary and sufficient. The necessary psychological conditions for the formation of the motivational sphere of the personality include: the inclusion of the personality in the situation of manifestation of activity; stimulation of needs, development of motives, organization of analytical and synthetic activities and creativity. Sufficient psychological conditions include: success and satisfaction with behavior and activities. Psychological means are interpreted as a system of external and internal psychological influences on the motivational sphere of a person (speech, meaning, subjective perceptions, events, views, etc.). If psychological conditions are ways and means that affect the motivational sphere of a personality, then means are a system of psychological influences on a student's personality. In the study of psychological conditions and means of forming the motivational sphere of the personality of a modern student, activity, communicative and emotional-sensory conditions and means are distinguished.
The complexity of the problem of motivation determines numerous approaches to understanding its essence, nature, structure, as well as to the methods of its study. A review of the work of domestic and foreign psychologists shows that at present, data has been accumulated in psychology, both to clarify some initial positions, and for further, broader and deeper research into the problems of motivation.
Motivation determines meaningful selectivity in learning activities. To ensure the effectiveness of training, it is necessary that the features of the construction and organization of the educational process at different stages of education correspond to the motivational sphere of the student. In order to properly manage the learning process based on motivation, prerequisites are needed that will reveal the inclinations and interests of students, taking into account their individual and professional abilities. According to research, testing by T. Ehlers, the technique of T. I. Ilyina and testing by A.A. Reana, V.A. Yakunin, the levels of motivation for studying at the university for students of the first, third and fifth courses have significant differences. Thus, a modern first-year student is dominated by a passive level of motivation for studying at a university, the tendency to regression takes second place, and a high level of motivation for studying students is in third place. In the fifth year, students are dominated by the potential level of learning, and in second place - the level of high motivation. A high level of motivation, unfortunately, is still rare, this is undoubtedly one of the main conditions for the formation of the motivational sphere of a professional personality. The system of personal-value motives stands out as activity means for first-year students, while social, professional and personal-moral motives predominate for third-year students. The specifics of psychological activity means of students of various courses of study, in the form of attitudes, motives, orientation, oriented gaze and pedagogical skills, which determine the motivational sphere of the personality, are determined. An increase in the high and average level of the motivational sphere of the personality, as well as a decrease and removal of the low level have been experimentally proven. In the structure of the motivational sphere of the personality of students from the first to the fifth year, motives are determined: success and fear of failure, acquiring knowledge, mastering a profession, maintaining life support, obtaining a diploma, comfort, social status, communication, general activity, creative activity, social utility.
Learning motivation consists of students' assessment of various aspects of the educational process, its content, forms, methods of organization in terms of their personal individual needs and goals, which may or may not coincide with the learning goals. It is necessary to create a mechanism to increase the motivation for learning. It implies a set of methods and techniques of influence on the student by the teacher, which would encourage students to certain behavior in the learning process to achieve the goals of the teacher (learning), based on the need to meet the personal needs of students.
The study in the field of motivation will be continued in the studies of modern psychologists, since the relevance of this topic is obvious and practically significant. Needs to be explored analytical thinking and abilities in the structure of the motivational sphere of personality.
List of used literature
1. Petrovsky A.V. encyclopedic dictionary in six volumes "General Psychology" .- M .: "Psychological Lexicon", 2005, 251 p.
2. Milman V. E. "Motivation and creativity". - M .: "Mireya and Co", 2005, 165 p.
Stolyarenko L. D., Stolyarenko V. E. "Psychology and Pedagogy for Technical Universities" - Rostov n / D .: "Phoenix", 2004, 512 p.
Rean A. A., Bordovskaya N. V., Rozum S. I. "Psychology and Pedagogy" - St. Petersburg: "Peter", 2005, 432 p.
Kovalev V. I. "Motives of behavior and activity" - M .: "Nauka", 1988, 192 p.
Rubinstein S. L. "Fundamentals of General Psychology" - St. Petersburg: "Peter", 2000, 594 p.
Nemov R. S. “Psychology. General foundations of psychology. - M .: "Enlightenment", 1998, 320 p.
Leontiev A.N. "Problems of the development of the psyche" - M .: "Nauka", 1972, 290 p.
Gamezo M., Petrova E., Orlova L. “Age and Pedagogical Psychology” - M .: “Pedagogical Society of Russia”, 2003, 512 p.
Maslow A.G. "Motivation and Personality". - St. Petersburg: "Eurasia", 1999, 478 p.
Aseev V. G. "Motivation of behavior and personality formation" -
M.: "Sofia", 1976, 104 p.
Bozhovich L. I. Selected Psychological Works. - M.: "Scientific works", 1995, 422 p.
Zimnyaya I.A. "Pedagogical psychology". - M .: "Pedagogical literature", 2002, 384 p.
14. Markova A.K., Matis T.A., Orlov A.B. "Formation of learning motivation". - M.: "Phoenix", 1990, 274 p.
15. McKeland D.K. "Achievement motivation" - M .: "Eurasia", 1998
Yakobson P.M. "Psychological problems of human behavior motivation". - M.: "Psychology", 1969, 321 p.
Tsvetkova R.I. "The motivational sphere of the student's personality as a subjectively developing system". - Khabarovsk: "Vulture UMO", 2006
Ilyin E.P. "Essence and structure of motive". // Psychological journal. - 1995 - No. 2.
Ilyin E.P. "Motivation and motives". - St. Petersburg: "Peter", 2000, 502 p.
Questionnaire
Faculty ……………… Course ……… Group ………
Surname ………………………… First name ……………………
Age …………
T. Ehlers' methodology for diagnosing personality for motivation for success.
Purpose of the test
Diagnosis of motivation to achieve success.
The stimulus material consists of 41 statements, to which the subject must give one of 2 answers “yes” or “no”. The test belongs to monoscale methods. The degree of motivation for success is assessed by the number of points that match the key.
Instructions for the test
You will be asked 41 questions, for each of which answer "yes" or "no".
Test material:
When there is a choice between two options, it is better to make it faster than to postpone it for a certain time.
I get easily annoyed when I notice that I can't complete a task 100%.
When I work, it looks like I'm putting everything on the line.
When a problem situation arises, I am most often one of the last to make a decision.
When I have no business for two days in a row, I lose my peace.
Some days my progress is below average.
I am more strict with myself than with others.
I am more friendly than others.
When I refuse a difficult task, I then severely condemn myself, because I know that in it I would have succeeded.
In the process of work, I need small breaks to rest.
Diligence is not my main feature.
My achievements in work are not always the same.
I'm more attracted to other work than the one I'm in.
Blame stimulates me more than praise.
I know that my colleagues consider me an efficient person.
Obstacles make my decisions harder.
It's easy for me to be ambitious.
When I work without inspiration, it is usually noticeable.
I do not rely on the help of others to do my work.
Sometimes I put off what I should have done now.
There are few things in life that are more important than money.
Whenever I have an important task to do, I think of nothing else.
I am less ambitious than many others.
At the end of a vacation, I'm usually glad that I'll be back at work soon.
When I am disposed to work, I do it better and more qualified than others.
I find it easier and easier to communicate with people who can work hard.
When I don't have things to do, I feel uneasy.
I have to do responsible work more often than others.
When I have to make a decision, I try to make it the best I can.
My friends sometimes think I'm lazy.
My success to some extent depends on my colleagues.
It is pointless to oppose the will of the leader.
Sometimes you don't know what kind of work you have to do.
When things don't go well, I'm impatient.
I usually pay little attention to my accomplishments.
When I work with others, my work produces greater results than the work of others.
Much of what I undertake, I do not bring to the end.
I envy people who are not busy with work.
I do not envy those who aspire to power and position.
When I am sure that I am on the right track, I go to extreme measures to prove my case.
1 point is awarded for “yes” answers to the following questions: 2, 3, 4, 5, 7, 8, 9, 10, 14, 15, 16, 17, 21, 22, 25, 26, 27, 28, 29 , 30, 32, 37, 41.
Also, 1 point is awarded for “no” answers to questions: 6, 19, 18, 20, 24, 31, 36, 38.39.
Answers to questions 1.11, 12.19, 28, 33, 34, 35.40 are not taken into account.
Analysis of the result.
From 1 to 10 points: low motivation for success;
from 11 to 16 points: average level of motivation;
from 17 to 20 points: moderately high level of motivation;
over 21 points: too high a level of motivation for success.
Please underline your result.
Studying the motives of students' educational activities (A.A. Rean, V.A. Yakunin)
Purpose of the test
The study of the motives of students' educational activities.
Instructions for the test
Here is a list of reasons that motivate people to learn. Choose from this list five reasons that are most meaningful to you.
test material
Become a highly qualified specialist.
Get a diploma.
Successfully continue your studies in subsequent courses.
Successfully study, pass exams for "good" and "excellent".
Receive a permanent scholarship.
Acquire deep and solid knowledge.
Always be ready for the next lesson.
Do not start studying the subjects of the educational cycle.
Keep up with fellow students.
Ensure the success of your future career.
Fulfill pedagogical requirements.
Earn the respect of teachers.
Be an example for fellow students.
Gain the approval of parents and others.
Avoid judgment and punishment for poor study.
Get intellectual satisfaction.
Handling test results
For each student, a qualitative analysis of the leading motives of educational activity is carried out.
For the entire sample, the frequency of choosing one or another motive is determined.
Methods for studying the motivation of learning at the university T.I. Ilina
When creating this technique, the author used a number of other well-known techniques. It has three scales: “Acquisition of knowledge” (desire to acquire knowledge, curiosity); "Mastering the profession" (the desire to master professional knowledge and form professionally important qualities); “Getting a diploma” (the desire to acquire a diploma with the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). In the questionnaire, for masking, the author of the methodology included a number of background statements that are not further processed.
Instructions: Mark your agreement with a "+" sign or disagreement with a "-" sign with the following statements.
The best atmosphere for classes is the atmosphere of free speech.
I usually work under a lot of pressure.
I rarely have headaches after experiences of unrest and trouble.
I independently study a number of subjects, in my opinion, necessary for my future profession.
Which of your inherent qualities do you value the most? Write the answer next.
I believe that life should be devoted to the chosen profession.
I enjoy the discussion of difficult problems in class.
I do not see the point in most of the work that we do at the university.
It gives me great satisfaction to tell my friends about my future profession.
I am a very average student, I will never be completely good, and therefore there is no point in making an effort to become better.
I believe that in our time it is not necessary to have a higher education.
Which of your inherent qualities would you like to get rid of? Write the answer next.
Whenever possible, I use ancillary materials (notes, cheat sheets) in exams.
The most remarkable time of a life - student years.
I have extremely restless and interrupted sleep.
I believe that in order to fully master the profession, all academic disciplines must be studied equally deeply.
If possible, I would go to another university.
I tend to tackle the easier tasks first and leave the harder ones for later.
It was difficult for me to choose one of them when choosing a profession.
I can sleep peacefully after any trouble.
I am firmly convinced that my profession gives me moral satisfaction and material prosperity in life.
It seems to me that my friends are able to study better than me.
It is very important for me to have a high school diploma.
For some practical reasons, this is the most convenient university for me.
I have enough willpower to study without being reminded by the administration.
Life for me is almost always associated with extraordinary stress.
Exams should be passed with a minimum of effort.
There are many universities where I could study with no less interest.
Which of your inherent qualities hinders learning the most? Write the answer next to it.
I am a very addicted person, but all my hobbies are somehow connected with the future profession.
Worrying about an exam or work not being done on time often makes it difficult for me to sleep.
A high salary after graduation is not the main thing for me.
I need to be in a good mood to support the overall decision of the group.
I was forced to enter a university in order to take the desired position in society, to avoid military service.
I study material to become a professional, not for an exam.
My parents are good professionals and I want to be like them.
For promotion, I need to have a higher education.
Which of your qualities helps you learn? Write the answer next.
It is very difficult for me to force myself to study properly disciplines that are not directly related to my future specialty.
I am very worried about possible failures.
I do best when I am periodically stimulated, spurred on.
My choice of this university is final.
My friends are college educated and I don't want to be left behind.
To convince a group of anything, I have to work very intensively myself.
I usually have an even and good mood.
I am attracted by the convenience, cleanliness, ease of the future profession.
Before entering the university, I was interested in this profession for a long time, I read a lot about it.
The profession I am getting is the most important and promising.
My knowledge of this profession was sufficient for a confident choice.
Processing and interpretation of results
Key to the questionnaire
Scale "Acquisition of knowledge"
for agreement (“+”) with the statement under paragraph 4, 3.6 points are affixed; according to item 17 - 3.6 points; according to item 26 - 2.4 points;
for disagreement ("-") with the statement under paragraph 28 - 1.2 points; according to item 42 - 1.8 points.
Maximum - 12.6 points.
Scale "Mastering a profession"
for agreement under paragraph 9 - 1 point; according to item 31 - 2 points; according to item 33 - 2 points; according to item 43 - 3 points; according to item 48 - 1 point and according to item 49 - 1 point.
Maximum - 10 points.
Scale "Getting a diploma"
for disagreement under paragraph 11 - 3.5 points;
for agreement under paragraph 24 - 2.5 points; according to item 35 - 1.5 points; according to item 38 - 1.5 points and according to item 44 - 1 point.
Maximum - 10 points.
Questions on paragraphs. 5, 13, 30, 39 are neutral to the objectives of the questionnaire and are not included in the processing.
The predominance of motives on the first two scales indicates an adequate choice of a profession by a student and satisfaction with it.
Your result: “acquisition of knowledge” = ………..
“professional mastery” = ………
“getting a diploma” = …………
Thank you for your participation! =))
I . Motivation as a psychological process
1.1 Motive and motivation
In the most general form, a person's motivation for activity is understood as a set of driving forces that encourage a person to carry out certain actions. These forces are outside and inside a person and make him consciously or unconsciously perform certain actions. At the same time, the connection between separate forces and human actions is mediated by a very complex system of interactions, as a result of which different people can react in completely different ways to the same influences from the same forces. Moreover, the behavior of a person, the actions carried out by him, in turn, can also influence his response to influences, as a result of which both the degree of influence of the influence and the direction of behavior caused by this influence can change.
With this in mind, we can try to give a more detailed definition of motivation. Motivation is a set of internal and external driving forces that encourage a person to activity, set the boundaries and forms of activity and give this activity an orientation focused on achieving certain goals. The influence of motivation on human behavior depends on many factors, largely individually and can change under the influence of feedback from human activity.
Let us dwell on understanding the meaning of the basic concepts that will be used in what follows.
Needs - this is what arises and is inside a person, which is quite common for different people, but at the same time has a certain individual manifestation in each person. Finally, this is what a person seeks to free himself from, since, as long as the need exists, it makes itself felt and “requires” its own.
elimination. People can try to eliminate needs, satisfy them, suppress them, or not respond to them in different ways. Needs can arise both consciously and unconsciously. At the same time, not all needs are recognized and consciously eliminated. If the need is not eliminated, then this does not imply that it is permanently eliminated. Most needs are periodically renewed, although they can change the form of their specific manifestation, as well as the degree of perseverance and influence on the person.
motive It is what causes certain actions of a person. The motive is “inside” a person, has a “personal” character, depends on many external and internal factors in relation to a person, as well as on the action of other motives that arise in parallel with it. The motive not only prompts a person to act, but also determines what needs to be done and how this action will be carried out, in particular, if the motive causes actions to eliminate the need, then these actions can be completely different for different people, even if they experience the same need. Motives are amenable to awareness - a person can influence his motives, muffling their action or even eliminating them from his motivational totality.
Human behavior is usually determined not by one motive, but by their combination, in which motives can be in a certain relationship to each other according to the degree of their impact on human behavior, therefore motivational structure a person can be considered as the basis for the implementation of certain actions by him.
The motivational structure of a person has a certain stability. However, it can change, in particular, consciously in the process of upbringing a person, his education.
motivation - this is the process of influencing a person with the aim of inducing him to certain actions by awakening certain motives in him. Motivation is the core and basis of human management. The effectiveness of management to a very large extent depends on how successfully the motivation process is carried out.
Depending on what motivation pursues, what tasks it solves, two main types of motivation can be distinguished. First type It consists in the fact that certain motives are called to action by external influences on a person, which induce a person to carry out certain actions, leading to a result desired for the motivating subject. With this type of motivation, it is necessary to know well what motives can induce a person to desirable actions and how to cause these motives. This type of motivation is a lot like a variant of a bargain: “I give you what you want, and you give me what I want.” If the two parties do not have points of interaction, then the process of motivation cannot take place. Second type motivation, its main task is the formation of a certain motivational structure of a person. In this case, the main attention is paid to developing and strengthening the motives of a person’s actions that are desirable for the subject of motivation, and vice versa, to weaken those motives that interfere with the effective management of a person. This type of motivation is in the nature of educational and educational work and is often not associated with any specific actions or results that are expected to be received from a person as a result of his activity. The second type of motivation requires much more effort, knowledge and ability to implement it. However, its results as a whole significantly exceed the results of the first type of motivation.
Incentives act as levers of influence or carriers of "irritation" that cause the action of certain motives. Individual objects, actions of other people, promises, carriers of obligations and opportunities, offered to a person as compensation for his actions, or what he would like to receive as a result of certain actions, can act as incentives. A person reacts to many stimuli not necessarily consciously. To individual stimuli, his reaction may even be beyond conscious control.
The response to specific stimuli is not the same in different people. Therefore, stimuli by themselves have no absolute meaning or meaning if people do not respond to them.
The process of using various incentives to motivate people is called the incentive process. Stimulation takes many forms. In management practice, one of its most common forms is financial incentives. The role of this stimulation process is exceptionally great.
However, it is very important to take into account the situation in which material incentives are carried out and try to choose exaggerations of its capabilities, since a person has a very complex and ambiguous system of needs, interests, priorities and goals.
Stimulation is fundamentally different from motivation. The essence of this difference is that stimulation is one of the means by which motivation can be carried out.
1.2 Types of motivation
In psychology, there are extrinsic (external motivation), intrinsic (intrinsic motivation), positive and negative motivation, material and moral motivation, stable and unstable motivation. In this paper, we will consider the first four types in more detail.
1.2.1 Extraordinary and intriguing motivation
In Western psychological literature, the question of extrinsic (due to external conditions and circumstances) and intrinsic (internal, associated with personal dispositions: needs, attitudes, interests, inclinations, desires) is widely discussed, in which actions and deeds are performed "of the good will" of the subject. In this case, we are talking about external and internal incentives that encourage the deployment of the motivational process.
When they talk about external motives and motivation, they mean either circumstances (actual conditions that affect the effectiveness of activities, actions), or some external factors that affect decision making and the strength of the motive (remuneration, etc.); including the attribution by the person himself to these factors of a decisive role in making decisions and achieving results. In these cases, it is more logical to talk about externally stimulated or externally organized motivation, while understanding that circumstances, conditions, situations become important for motivation only then, when they become significant for a person, to satisfy needs, desires. Therefore, external factors must be transformed into internal ones in the process of motivation.
1.2.2. Positive and negative motivation
It is not so much about a sign of motivation, as about the emotions that accompany the decision-making and its implementation. When expecting negative motivation, a person experiences emotions such as fear and disappointment. A person is afraid of punishment for his actions. Subsequently, fear is learned, i.e. Once again in this situation, a person begins to be afraid. And when expecting positive motivation, when the behavior has encouraged consequences, a person experiences an emotion hope and relief. Thus, these emotions of expectation allow a person to adequately and flexibly make decisions and manage their behavior, causing reactions that increase hope and relief or reduce fear and disappointment.
In the case of predicting the possibility of satisfying the need for attraction, positive emotional experiences arise, in the case of planning activities as an objectively given need (due to harsh circumstances, social requirements, duties, duty, volitional effort on oneself), negative emotional experiences may arise.
1.3 Stages of the motivational process
The need for a staged (step by step) consideration of the motivational process, although from different positions, was pointed out by many researchers. The stage model for making a moral decision was developed by S. Schwartz. The value of his model lies in the careful consideration of the stages of evaluation: the situation leading to the emergence of a desire to help another person, one's own capabilities, consequences for oneself and for the person in need of help.
V. I. Kovalev considers the motive as the transformation and enrichment of needs with incentives. If the stimulus has not turned into a motive, then it is either “not understood” or “not accepted”. Thus, a possible variant of the emergence of a motive, writes V. I. Kovalev, can be represented as follows: the emergence of a need - its awareness - the “meeting” of a need with a stimulus - the transformation (usually through a stimulus) of a need into a motive and its awareness. In the process of the emergence of a motive, various aspects of the stimulus (for example, encouragement) are evaluated: significance for a given subject and for society, justice, etc.
A. A. Fayzullaev distinguishes five stages in the motivational process.
The first stage is the emergence and awareness of motivation. Full awareness of the urge includes awareness of the subject content of the urge (what object is needed), the action, the result, and how to carry out this action. As a conscious motivation, the author notes, there can be needs, inclinations, inclinations, and in general any phenomenon of mental activity (image, thought, emotion). At the same time, the motivating aspect of a mental phenomenon may not be realized by a person; as the author writes, it may be in a potential (rather, hidden) state. However, a drive is not a motive yet, and the first step to its formation is awareness of the drive.
The second stage is the "acceptance of the motive". Under this somewhat illogical name of the stage (If until now we could not talk about a motive, then what can be accepted? And if it already was, at the second stage we should talk about making a decision - “do or not do”) acceptance of the impulse, i.e., its identification with the motivational-semantic formations of the personality, correlation with the hierarchy of subjective-personal values, inclusion in the structure of significant human relations. In other words, at the second stage, a person, in accordance with his moral principles, values, and so on, decides how significant the need, attraction that has arisen is, whether it is worth satisfying them.
The stages of motivation, their number and internal content largely depend on the type of stimuli, under the influence of which the process of forming intentions as the final stage of motivation begins to unfold. Stimuli can be physical - these are external stimuli, signals and internal (unpleasant sensations emanating from the internal organs). But incentives can also be demands, requests, a sense of duty, and others. social factors. They can influence the nature of motivation and methods of goal setting.
II . The dynamics of the development of motivation for learning activities
2.1 Motivation for learning activities at school
Educational activity occupies almost all the years of personality formation, starting from kindergarten and ending with training in secondary and higher professional educational institutions. Getting an education is an indispensable requirement for any person, so the problem of learning motivation is one of the central problems in pedagogy and pedagogical psychology. The motive of learning activity is understood as all the factors that determine the manifestation of learning activity: needs, goals, attitudes, a sense of duty, interests, etc.
There are five levels of learning motivation:
1. First level– high level of school motivation, learning activity. (Such children have a cognitive motive, the desire to most successfully fulfill all the school requirements. Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.)
2. Second level– good school motivation. (Students do well in learning activities.) This level of motivation is the average norm.
3. Third level- a positive attitude towards school, but the school attracts such children with extracurricular activities. (Such children feel well enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, a pencil case, notebooks. Cognitive motives for such children are formed to a lesser extent, and the educational process does not attract them much .)
4. Fourth level– low school motivation. (These children are reluctant to attend school, prefer to skip classes. In the classroom they often do extraneous activities, games. They experience serious difficulties in learning activities. They are in serious adaptation to school.)
5. Fifth level- negative attitude to school, school maladaptation. (Such children experience serious difficulties in learning: they do not cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, being in it is unbearable for them. In other cases, students may show aggression , refuse to complete tasks, follow certain norms and rules. Often, such schoolchildren have neuropsychiatric disorders.)
The motive for attending school by first-graders (admission to school). This motive is not equivalent to the motive of learning, since the needs that bring the child to school, in addition to cognitive, can be: prestigious(increasing one's social position), striving for adulthood and the desire to be called a schoolboy, not a kindergartener, a desire to be “like everyone else”, to keep up with their peers in the performance of social roles. Hence, the goals of satisfying needs can be both studying and going to school to fulfill the role of a student, a schoolboy. In the latter case, the student voluntarily fulfills all the norms and rules of behavior at school as appropriate to the role he has taken.
Motivation of educational activity and behavior of younger schoolchildren. A feature of the motivation of most elementary school students is the unquestioning fulfillment of the requirements of the teacher. The social motivation of educational activity is so strong that they do not even always strive to understand why they need to do what the teacher tells them: if they ordered, then it is necessary. Even boring and useless work they do carefully, as the tasks they receive seem important to them. This, of course, has a positive side, since it would be difficult for a teacher to explain to schoolchildren every time the significance of this or that type of work for their education.
Motivation of educational activity and behavior of middle school students. Its first feature is the emergence of a student's persistent interest in a particular subject. This interest does not appear unexpectedly, in connection with the situation at a particular lesson, but arises gradually as knowledge is accumulated and is based on the internal logic of this knowledge. Moreover, the more the student learns about the subject of interest to him, the more this subject attracts him. An increase in interest in one subject occurs in many adolescents against the background of a general decrease in motivation for learning and an amorphous cognitive need, because of which they begin to violate discipline, "miss classes, do not do homework. These students change the motives for attending school: not because they want but because it is necessary. This leads to formalism in the assimilation of knowledge - lessons are taught not in order to know, but in order to get marks. The perniciousness of such a motivation for educational activity is obvious - there is memorization without understanding. Schoolchildren have verbalism, an addiction to clichés in speech and thoughts, there is indifference to the essence of what they study.Often they treat knowledge as something alien to real life, imposed from the outside, and not as the result of a generalization of the phenomena and facts of reality. correct view of the world, lack of scientific convictions, delayed development of self-awareness and self-control la, requiring a sufficient level of development of conceptual thinking. In addition, they develop a habit of thoughtless, meaningless activity, a habit of cunning, trickery in order to avoid punishment, a habit of cheating, answering on a prompt, a cheat sheet. Knowledge is formed fragmentary and superficial. Even when a student studies conscientiously, his knowledge may remain formal. He does not know how to see real life phenomena in the light of the knowledge gained at school, moreover, he does not want to use them in everyday life. When explaining some phenomena, he tries to use common sense more than the acquired knowledge. All this is explained by the fact that adolescents, like younger students, still have a poorly developed understanding of the need for study for future professional activity, for explaining what is happening around. They understand the importance of learning "in general", but other stimuli acting in the opposite direction still often defeat this understanding. It requires constant reinforcement of the motive of teaching from the outside in the form of encouragement, punishment, marks. It is no coincidence that two trends have been identified that characterize the motivation for learning in the middle grades of the school. On the one hand, teenagers dream of skipping school, they want to go for walks, play, they say that they are tired of school, that teaching is a difficult and unpleasant duty for them, from which they are not averse to freeing themselves. On the other hand, the same students, being placed in the course of an experimental conversation before the possibility of not going to school and not studying, resist such a prospect, refuse it. The main motive for the behavior and activities of middle school students at school is the desire to find their place among their peers.
Motivation of educational activity and behavior of high school students. The main motive for teaching high school students is to prepare for admission to a professional educational institution. It is no coincidence that half of the school's graduates have a well-formed professional plan that includes both the main and reserve professional intentions. Consequently, the main goal for school graduates is to acquire knowledge, which should ensure admission to the intended educational institutions. The motives for learning among older schoolchildren differ significantly from those among adolescents in connection with the planned professional activity. If teenagers choose a profession corresponding to their favorite subject, then high school students begin to be especially interested in those subjects that will be useful to them in preparing for their chosen profession. The older the students, the fewer motivators they name as motivators or grounds for their behavior. This may be due to the fact that under the influence of their worldview, a fairly stable structure of the motivational sphere arises, in which motivators (personal dispositions, personality traits), reflecting their views and beliefs, become the main ones. There is a need for high school students to develop their own views on moral issues, and the desire to sort out all the problems on their own leads to a refusal to help adults.
2.2. Formation of motives for educational activity of schoolchildren
In psychology, it is known that the formation of learning motives goes in two ways:
1. Through the assimilation by students of the social meaning of the doctrine;
2. Through the very activity of the student's teaching, which should interest him in some way.
On the first path, the main task of the teacher is, on the one hand, to convey to the child's consciousness those motives that are not socially significant, but have a sufficiently high level of reality. An example is the desire to get good grades. Students need to be helped to realize the objective relationship of assessment with the level of knowledge and skills. And thus gradually approach the motivation associated with the desire to have a high level of knowledge and skills. This, in turn, should be recognized by children as a necessary condition for their successful, socially useful activity. On the other hand, it is necessary to increase the effectiveness of motives that are perceived as important, but do not really affect their behavior.
In psychology, many quite a lot of specific conditions are known that arouse the student's interest in learning activities. Let's consider some of them.
1. The method of disclosure of educational material.
Usually the subject appears to the student as a sequence of particular phenomena. The teacher explains each of the known phenomena, gives a ready-made way of working with him. The child has no choice but to remember all this and act in the way shown. With such a disclosure of the subject, there is a great danger of losing interest in it. On the contrary, when the study of the subject goes through revealing to the child the essence underlying all particular phenomena, then, relying on this essence, the student himself receives particular phenomena, learning activity acquires a creative character for him, and thereby arouses his interest in studying the subject. At the same time, both its content and the method of working with it can motivate a positive attitude towards the study of this subject. In the latter case, there is motivation by the process of learning.
2. Organization of work on the subject in small groups.
The principle of recruitment of students in the acquisition of small groups is of great motivational importance. If children with neutral motivation for a subject are combined with children who do not like this subject, then after working together, the former significantly increase their interest in this subject. If, however, students with a neutral attitude to a given subject are included in the group of those who love this subject, then the attitude of the former does not change.
3. The relationship between motive and purpose.
The goal set by the teacher should become the goal of the student. For the transformation of the goal into motives-goals, it is of great importance for the student to realize his successes, to move forward.
4. Problematic learning.
At each stage of the lesson, it is necessary to use problematic motivations, tasks. If the teacher does this, then usually the motivation of the students is at a fairly high level. It is important to note that in terms of content it is cognitive, i.e. internal.
2. Without fail, the content of training includes generalized methods of working with this basic knowledge.
3. The process of learning so that the child acquires knowledge through their application.
4. Collective forms of work. Especially important is the combination of cooperation with the teacher and with the student.
All taken together leads to the formation of cognitive motivation in children.
2.3 Motivation of educational activity of students
The main motives for entering a university are: the desire to be in the circle of student youth, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations, and its creative possibilities. There are differences in the significance of motives for girls and boys. Girls more often note the great social significance of the profession, the wide scope of its application, the opportunity to work in large cities and research centers, the desire to participate in student amateur performances, and the good material security of the profession. Young men more often note that the chosen profession meets their interests and inclinations. They also refer to family traditions.
Social conditions of life significantly affect the motives for entering a university.
The leading educational motives among students are "professional" and "personal prestige", less significant are "pragmatic" (to receive a diploma of higher education) and "cognitive". True, the role of dominant motives changes in different courses. In the first year, the leading motive is "professional", in the second - "personal prestige", in the third and fourth years - both of these motives, in the fourth - also "pragmatic". The success of training was largely influenced by "professional" and "cognitive" motives. "Pragmatic" motives were mainly characteristic of poorly performing students.
In all courses, the first place in importance was occupied by the “professional” motive. The second place in the first year was taken by the “cognitive” motive, but in subsequent courses, the general social motive came to this place, pushing the “cognitive” motive to third place. The "utilitarian" (pragmatic) motive was fourth in all courses; it is characteristic that from junior to senior years his rating fell, while the rating of the "professional" motive, as well as the "general social", increased.
The "professional", "cognitive" and "general social" motives were more pronounced among the well-performing students than among the average students, and the "utilitarian" motive among the latter was more pronounced than among the former. It is also characteristic
that the "cognitive" motive took the second place among the well-performing students, and the third among the students with average academic performance.
A. I. Gebos identified factors (conditions) that contribute to the formation of a positive motive for learning among students:
■ awareness of immediate and final learning goals;
■ awareness of the theoretical and practical significance of acquired knowledge;
■ emotional form of presentation of educational material;
■ showing "promising lines" in the development of scientific concepts;
■ professional orientation of educational activity;
■ selection of tasks that create problem situations in the structure of learning activities;
■ the presence of curiosity and “cognitive psychological climate in the study group.
P. M. Yakobson proposed his own classification for the motives of educational activity (although he preferred to talk about motivation, but motivation and motive are one and the same for him).
The first kind of motives he called "negative". Under these motives, he understood the student's motives caused by the awareness of certain inconveniences and troubles that may arise if he does not study: reprimands, threats from parents, etc. In essence, with such a motive, this is learning without any desire, without interest in both getting an education and attending an educational institution. Here, motivation is carried out on the principle of "choosing the lesser of two evils." The motive for attending an educational institution is not related to the need to acquire knowledge or to increase personal prestige. This motive of necessity, inherent in some students, cannot lead to success in learning, and its implementation requires violence against oneself, which, with a weak development of the volitional sphere, leads to the departure of these students from the educational institution.
The second variety of motives for learning activity, according to P. M. Yakobson, is also associated with an extracurricular situation, which, however, has a positive effect on learning. Influences from society form a student's sense of duty, which obliges him to get an education, including a professional one, and become a full-fledged citizen, useful for the country, for his family. Such an attitude towards learning, if it is stable and occupies a significant place in the orientation of the student's personality, makes learning not only necessary, but attractive, gives strength to overcome difficulties, to show patience, perseverance, perseverance. In the same group of motives, P. M. Yakobson also includes those that are associated with narrow personal interests. At the same time, the learning process is perceived as a path to personal well-being, as a means of moving up the life ladder. For example, a student has no interest in learning as such, but there is an understanding that without knowledge it will not be possible to “advance” in the future, and therefore efforts are made to master them. Such a motive is often found among part-time students who are forced to receive a higher, for example, pedagogical, education at the insistence of the administration, in order to increase the tariff category, etc. Studying at a university is for many of them a formal act for obtaining a diploma of higher education, and not for improve their teaching skills.
The third type of motivation, according to P. M. Yakobson, is associated with the very process of learning activity. The need for knowledge, curiosity, the desire to learn new things encourage learning. The student receives satisfaction from the growth of his knowledge when mastering new material; the motivation of learning reflects stable cognitive interests. The specificity of the motivation of educational activity depends, as P. M. Yakobson notes, on the personal characteristics of students: on the need to achieve success or, conversely, on laziness, passivity, unwillingness to make efforts on oneself, resistance to failure (frustration), etc.
Awareness of the high importance of the motive of learning for successful learning led to the formation the principle of motivational support educational process (O. S. Grebenyuk). The importance of this principle stems from the fact that in the process of studying at a university, the strength of the motive for learning and mastering the chosen specialty decreases.
III . Experimental study of the motivation of educational activity of first-year students of the university
3.1. Purpose and objectives of the study.
Social conditions of life significantly affect the motives for entering a university. Different authors name different motives for entering a higher education institution, but motives that do not lose their significance in a different way of social order are still stably manifested.
Target research to identify the features of the motivation of educational activities of first-year students of MOU VPO MIZH.
Based on the objectives of the study, we define its objectives:
1. To study Psychological and pedagogical literature on the problem;
2. Select research methods and techniques;
3. Analyze the obtained results.
The study was conducted at the MOU VPO MIZH in Zhukovsky. The study involved 42 first-year students (9 students majoring in Crisis Management, 6 students majoring in Pedagogy and Psychology, 27 students majoring in Applied Informatics in Economics). 19 female students and 23 male students. The study was conducted in the 2008-2009 academic year.
3.2 Research equipment methods
To conduct the study, we used the method of theoretical analysis, the comparative method and such methods as “Motivation for studying at the university T.I. Ilina”, “Studying the motives of the educational activities of students A.A. Reana, V.A. Yakunin".
3.3 The course of the study and the interpretation of the results.
The main motives for entering a university are: the desire to be in the circle of students, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations, and its creative possibilities.
To determine the motive for studying at a university, we used the method of T.I. Ilina "Motivation for studying at a university". It has three scales: “acquisition of knowledge” (desire to acquire knowledge, curiosity); “mastery of a profession” (the desire to acquire professional knowledge and form professionally important qualities); “obtaining a diploma” (the desire to acquire a diploma with the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). This technique has high validity and reliability.
The course work provides the text of the methodology, the data processing algorithm, short instruction according to their interpretation (See Appendix 1).
The results of the study using this method are presented in Table 1 and pie charts 1, 2, 3.
Table 1
The table shows how many first-year students out of the total number of subjects chose one or another motive.
Diagram 1
We see that 55% of the subjects chose Motive No. 3 (“getting a diploma”). Which may indicate an inadequate choice of a university student, a profession.
Consider how the choice of motive differs between girls and boys.
Diagram 2
Chart 2 shows that a large percentage of girls choose motive No. 1 "acquisition of knowledge". It so happened that girls are more ambitious and more responsible for choosing a profession and a university.
Diagram 3
From diagram 3, we see that 78% of young men choose Motive No. 3 “getting a diploma”. This indicates that for young men the main motive for entering a university is social motives (deferral from the army, family traditions). We also observe that young men do not have motive No. 2 “mastering a profession”. It is likely that the absence of this motive is a consequence contemporary problem employment. Many young people, having received a diploma of higher education, cannot get a job in their chosen profession.
Conclusion: The results of the study according to the methodology "Motivation for studying at a university" showed that at the first - starting - stage of the transition of an applicant to student forms of life and education, the motive "getting a diploma" plays the leading role, in second place is the motive of "mastering a profession", and in third place - motive "acquisition of knowledge".
To study the motives of students' learning activities, we used the methodology "Studying the motives of students' educational activities." The technique was proposed by A.A. Rean and V.A. Yakunin. There are two versions of this technique, the differences between which are determined by the procedure and laid down in the instructions. In the study, we used Option 2. This technique makes it possible to determine the most significant motives for learning activities, out of 16 proposed.
Each motive is evaluated on a 7-point scale. For the group, the arithmetic mean value for each motive is calculated. This makes it possible to learn about the reliability of the revealed differences in the frequency of group preference for one or another motive. A qualitative analysis of the leading motives of the student's educational activity is also carried out, the frequency of one or another motive is determined for the entire sample.
The results of the study are presented in table 2 and bar charts 4 and 5. As well as individual protocols (See Appendix 5)
table 2
| Subjects | Motif number in the list | |||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | |
42 students MOU VPO MIZH |
6,5 | 6,6 | 6,4 | 6 | 4,6 | 6,3 | 5,2 | 5,9 | 6,2 | 6,4 | 5,3 | 5,2 | 4,8 | 5,7 | 5,2 | 6 |
Research protocol according to the methodology "Studying the motives of students' educational activities"
The table shows that the subjects gave a high rating to the motives numbered 1 (become a highly qualified specialist), 2 (get a diploma), 3 (successfully continue their studies in subsequent courses), 10 (ensure the success of their future professional activities). Motives 7 (to be constantly ready for the next classes), 12 (to achieve the respect of teachers), 13 (to be an example for fellow students) received a low rating. It is likely that the specifics of educational activity and the choice of significant motives depend on the personal characteristics of students: on the need to achieve success, on laziness, on the unwillingness to make efforts on oneself, on changes in social status.
Diagram 4
Studies have shown that the motives chosen by girls differ from the motives chosen by boys (Diagram 5). Let's take a look at these differences.
Diagram 5
We see that motive 12 (to achieve the respect of teachers) is more significant for girls than for boys. It is also seen that the motives associated with social factors prevail over cognitive motives.
Conclusion: The leading educational motives of first-year students are "pragmatic" (obtaining a diploma of higher education), "personal prestige", "professional", and less significant "professional".
Motivation is an important factor in the educational activities of students. Having studied the motives and motivation of the educational activities of students, we came to the conclusion that the first-year students of the MOU HPE MIZH, who represent the group of subjects, characteristically dominate the motivation for studying at the university "pragmatic" (obtaining a diploma of higher education) and the motive of educational activity "obtaining a diploma .
Conclusion
The purpose of this course work is to study the motivation of educational activities of first-year students of the university.
After analyzing the scientific and psychological literature devoted to the peculiarities of the motivation of the educational activity of first-year students, as well as conducting an empirical study using the methods of "Studying the motives of educational activity of students" T.I. Ilyina and "Motivation for studying at a university" by A.A. Rean, V.A. Yakunin, we found that the leading motives of university students are social motives (getting a diploma, motives of personal prestige). The study confirms the hypothesis that the motive of "personal prestige" is more significant than the "cognitive" motive of studying at a university for first-year students.
Motivational mechanisms represent a system of interacting factors, means, structures, relationships and connections. To ensure the effectiveness of training at a university, it is necessary that the features of the construction and organization of the educational process at different stages of education correspond to the motivational sphere of the student. Increasing the role of motivation in the educational process is necessary, in particular, because it explains the intensity in the implementation of the chosen action, activity in achieving the result and goal of the activity.
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INTRODUCTION
Modern society needs people with a high level of general development, with a high level of professionalism, initiative and enterprise, and creative abilities. This predetermines the restructuring of the learning process as a whole and each of its aspects, especially the motivational one. It is known that the basis of successful educational activity of any student is a high level of motivation for this type of activity.
The problem of learning motivation is a traditional subject of research in various fields of science, including educational psychology. A.K. Markova emphasized that knowledge of the motivational basis of a particular learning process is tantamount to knowing the driving force of this process. No, even a very qualified teacher, will achieve the desired result if his efforts are not coordinated with the motivational basis of a particular learning process.
It should be said that the problem of learning motivation is one of the basic problems of the psychology of learning. This status is explained, on the one hand, by the fact that the main psychological characteristic any activity, including learning, is its motivation. On the other hand, learning motivation management allows you to manage the learning process, which seems to be very important for achieving its success.
Having arisen, this problem is still, if not the main one, then one of the most important in psychology and pedagogy, a considerable number of works are devoted to it (Amonashvili Sh.A., Bozhovich L.I., Ibragimov G.I., Ilyin V.S. , Markova A.K., Morgun V.F., Matyukhina M.V. and others)
The importance of solving the problem of educational motivation is determined by the fact that it is essential for the effective implementation of the educational process. It is known that it is a negative or indifferent attitude to learning that can be the cause of a student's low progress or failure. An important role in the formation of interest in learning is played by the creation of a problem situation, the collision of students with a difficulty that they cannot resolve with the help of their stock of knowledge; faced with difficulty, they are convinced of the need to acquire new knowledge or apply old knowledge in a new situation. Only the work that requires constant tension is interesting. Light material that does not require mental effort does not arouse interest. Overcoming difficulties in learning activities is the most important condition for the emergence of interest in it. The difficulty of the educational material and the learning task leads to an increase in interest only when this difficulty is feasible, surmountable, otherwise interest quickly falls.
Diagnosis and correction of learning motivation as the basis for solving the problem of learning motivation is an urgent task for psychologists-specialists in the field of education.
All of the above determined the relevance of this course research.
Object of research: motivation of educational activity.
Subject of research: conditions for the formation of educational motivation among students.
The purpose of the study: to study the conditions for the formation of educational motivation among students.
Research objectives:
1. to analyze the psychological and pedagogical literature on the problem of motivating students' educational activities, characterizing the concepts of "motivation", "educational motivation", "types of motivation" and revealing the features of the formation of students' educational motivation,
2. to characterize the conditions for the formation of educational motivation of students,
Research methods:
Theoretical method - analysis of psychological, pedagogical, methodological literature.
Work structure:
The work consists of an introduction, one chapter, a conclusion, a list of references, including 17 titles. The total amount of work is 25 pages.
Chapter 1. Theoretical aspects of studying the conditions for the formation of educational motivation of students
1.1 Learning motivation: definition and types
Educational activity takes almost all the years of personality formation, starting from kindergarten and ending with training in secondary and higher professional educational institutions. Getting an education is an indispensable requirement for any person, so the problem of learning motivation is one of the central problems in pedagogy and pedagogical psychology.
In the scientific literature devoted to this issue, attention is paid, first of all, to the study of the motives for the teaching of schoolchildren and the motives for the work of specialists in specific areas. Technologies for studying the learning motivation of students are almost not considered by modern researchers, despite the importance of this problem. The effectiveness of educational activity and the quality of mastering professional competencies depend on the strength of motivation, its structure and leading educational motives. It is necessary to know the motivational structure of students' learning activities in order to correct work methods if necessary and form positive learning motivation, thus increasing the effectiveness of the learning process.
In the most general form, motivation for activity is understood as a set of driving forces that prompt a person to carry out certain actions. These forces are outside and inside a person and make him consciously or unconsciously perform certain actions. At the same time, the relationship between stimuli and reactions of a person depends on his life experience, upbringing, emotional state, as a result of which different people can react differently to the same impact.
Therefore, a more precise definition of motivation should be adopted. "Motivation is a set of internal and external driving forces that encourage a person to activity, set the boundaries and forms of activity and give this activity an orientation focused on achieving certain goals." The influence of motivation on human behavior depends on many factors, largely individually and can change under the influence of feedback from human activities.
Learning motivation is a particular type of motivation included in learning activities. In a broader sense, learning motivation can be considered as a general name for the processes, methods, means of encouraging students to productive cognitive activity, to actively master the content of education. Like any other type of motivation, it is systemic and is characterized primarily by direction, stability and dynamics. Accordingly, when analyzing the motivation of educational activity, it is necessary not only to determine the dominant stimulus (motive), but also to take into account the entire structure of the motivational sphere of a person.
Learning activity is polymotivated, since the activity of the student has different sources. M.V. Matyukhina distinguishes three types of motives depending on the sources of educational motivation:
1. internal - cognitive and social needs (desire for socially approved actions and achievements);
2. external - are determined by the student's life conditions, which include requirements, expectations and opportunities (requirements are associated with the need to comply with social norms of behavior, communication and activity;
expectations characterize the attitude of society towards learning as a norm of behavior that is accepted by a person and allows overcoming the difficulties associated with the implementation of educational activities;
opportunities are the objective conditions that are necessary for the deployment of educational activities);
3. personal - interests, needs, attitudes, standards and stereotypes, as well as other sources that determine the desire for self-improvement, self-affirmation and self-realization in educational and other activities.
The interaction of internal, external and personal sources of learning motivation has an impact on the nature of learning activities and its results. The absence of one of the sources leads to a change in the system of educational motives or their deformation.
The motivation procedure consists of the following mental processes: perception of the content of the motive, emotional assessment of its personal meaning, understanding the content and evaluation of the motive, conviction in the motive.
The subjective basis of the motive is the value of the educational material for a given personality with its individual characteristics. The subjective meaning is formed on the basis of a comparison of the objective meaning with the subjective value system and on the basis of the emotional experience of the real, human, personal meaning of the topic.
The latter should be illustrated with specific examples at the level of art, an image that evokes empathy, presenting serious but solvable problems that challenge the knowledge system and affect the general understanding or prospects for further knowledge of the object and the use of knowledge about it. Historical information, cases from practice, the fate of literary characters, etc. can also serve as examples.
An emotional assessment of the need for knowledge can be associated both with its content and objective value, and with external concomitant factors, primarily with the personality of the teacher. The main components that contribute to the creation of a positive emotional assessment of the teacher: his charm, deep inner conviction in the value of his subject and sincere charge to transfer knowledge to students. Falsity and pretense are quickly recognized and kill students' interest in the subject. The charm can dissipate if it is not reinforced by the course and results of training.
Comprehension of the content and evaluation of the motive is the internal work of the student to harmonize the tendencies struggling in him, which manifest themselves, for example, when choosing between classes and another business, when correlating the expected benefits from classes and the price that must be paid for knowledge (time, effort).
Belief in a motive, that is, its real reinforcement and consolidation, mainly occurs in the process of learning - understanding and developing knowledge and skills.
Based on the above sources of activity, V.A. Gordashnikov and A.Ya. Osin identified the following groups of motives:
1. communicative motives (associated with the needs for communication);
2. motives for avoiding failures (associated with the awareness of possible troubles, inconveniences, punishments that may follow in case of failure to perform activities);
3. motives of prestige (associated with the desire to obtain or maintain a high social status);
4. professional motives (associated with the desire to acquire the necessary knowledge and skills in the chosen professional field, to become a qualified specialist);
5. motives for creative self-realization (associated with the desire for a more complete identification and development of one's abilities and their implementation, a creative approach to solving problems);
6. educational and cognitive motives (associated with the content of educational activities and the process of its implementation; they indicate the student's orientation towards mastering new knowledge, learning skills; they are determined by the depth of interest in knowledge; also include motives indicating the students' orientation towards mastering the ways of obtaining knowledge: interest methods of self-acquisition of knowledge, methods of scientific knowledge, methods of self-regulation of educational work, rational organization of their own educational work; reflect the desire of students for self-education, focus on self-improvement of methods of obtaining knowledge);
7. social motives (associated with various types of social interaction of a student with other people; social motives also include motives expressed in the desire to take a certain position in relations with others, get their approval, earn authority).
The pedagogical process should be based on actual motives and at the same time create the prerequisites for the emergence of new, higher and more effective motives that exist at the moment as promising in the improvement program.
High positive motivation plays the role of a compensating factor in case of insufficiently high abilities; however, this factor does not work in the opposite direction - no high level of abilities can compensate for the absence of a learning motive or its low severity, and cannot lead to significant academic success.
In order to form a stable, precise, positive motivation among students, it is necessary to monitor the dynamics of the development of their learning motives. To do this, it is necessary to periodically study students in order to identify the nature of the motivation for their teaching, to establish the dominant motive.
1.2 Features of educational motivation in students
The transformation of personality psychology at student age is associated with the emotional-volitional sphere of the student (anxious, expressive choleric, cold-blooded phlegmatic, active sanguine). The change in the student's psychological climate proceeds under the direct influence of others (the system of interpersonal social relations). Social adaptation to the student environment is of great importance. In this case, it is extremely important for the teacher to know the main features of the student's emotional identification (in particular, the victim), which lead to anxiety, fears, self-confidence, and chronic depression. Without knowledge of emotional characteristics, it is impossible to correctly respond to the actions of a student, purposefully manage his upbringing and see hidden talents in him.
Learning motivation is of great importance in student development. The main role in its development is played by the teacher.
Learning motivation begins to take shape at a young age. school age. Initially, it is based on interest and craving for new knowledge. Interest in learning is interpreted as an emotional experience of a cognitive need. Educational activity, like any other, requires the possession of certain skills and techniques. Interest should be the first object to the study of the subject.
The most important prerequisites for the formation of a student's interest in learning are his understanding of the meaning of educational activity, awareness of its importance for himself personally. Interest in the content of educational material and in the educational activity itself can be formed only on the condition that the student has the opportunity to show mental independence and initiative in students, which is very important. The more active the creative methods of teaching and the understanding of the student in the subject being studied, the easier it is to interest the student, while the presentation of ready-made material without the criteria of doubt does not arouse their interest, although it does not interfere with understanding the content of the training. It follows that the main means of cultivating a sustainable interest in learning is the use by the teacher of such questions and tasks that would require active search activity from students or, in other words, independence.
Significant factors in the emergence of interest in educational material are the emotional coloring of his teaching, the "living" word of the teacher.
The success of educational activity largely depends on the predominance of a certain motivational orientation on the part of the teacher. In pedagogical psychology, four types of motivational orientations of educational activity are distinguished:
1) on the process (the student enjoys the very process of solving educational problems, he likes to look for different ways to solve them);
2) on the result (the most important thing for the student is the acquired and acquired knowledge and skills);
3) to be assessed by the teacher (the main thing is to receive a high or at least a positive assessment at the moment, which is not at all a direct reflection of the actual level of knowledge);
4) to avoid trouble (teaching is carried out mainly formally, only in order not to receive low marks, not to be expelled, not to conflict with the teacher and the administration of the educational institution).
In studies by psychologists of students of student age, a positive relationship has been established between motivational orientations and the success of learning. The greatest success in training is ensured by process and result orientations.
At student age, notes the psychologist N.S. Leites, activity in general is predominantly selective and is inextricably linked with the development of abilities.
The formation of motivation in learning at student age is played by:
Sustained interest in some subjects to the detriment of the assimilation of other subjects;
Dissatisfaction with the monotony of the forms of training sessions, the lack of creative and problem-search forms of educational activity;
Negative attitude to the forms of strict control on the part of teachers towards underachieving, difficult-to-educate students;
Preservation of situational motives for choosing a life path (for example, by analogy with a friend or at the persuasion of parents);
Insufficient stability of social motives of duty in the face of obstacles in the way of their implementation.
University teachers forget about love and sympathy, doubt, education at student age in order to increase educational motivation. The methods of teaching universities, unfortunately, are largely ineffective.
Formation of interpersonal relationships. The emergence of an informal asset and the social adaptation of the teacher:
The stage of formation and development of the student team begins when an informal asset is revealed, that is, group members who enjoy authority among the majority of the team members. This stage is characterized by the creation of a system of interpersonal and business relations between students. For the organization of the appropriate correctional work, it is extremely important for the teacher to know what the emotional structure is in the system of interpersonal relations of the student team, and what it is based on.
In this regard, it is of great importance psychological methods studies that make it possible to reveal the structure of interpersonal relationships in a group hidden from direct observation, to identify leaders and the status position of all other members of the group. The leader is the defining force of the group.
Difficulties in student life:
Many difficulties in student learning form a kind of "vicious circle", in which each undesirable factor is first caused by external circumstances, and then gives rise to other undesirable factors, successively reinforcing each other. Therefore, most often a student psychologist needs to look for not one, but several reasons for the failure of each individual student and strive to eliminate each of them. Adults (university and parents) are most often to blame for the fact that a student lags behind in studies.
Motive and its connection with the meaning of learning:
The features of the motive are that it is directly related to the meaning, to the personal significance of the student: if the motive for which a person studies changes, then this fundamentally restructures the meaning of all his educational activities, and vice versa.
In order to realize the educational motive, to master the methods of self-education, it is necessary to set and fulfill many intermediate goals in educational system: to learn to see the long-term results of their educational activities, to set goals for the implementation of educational actions, the goals of their self-examination.
The main feature of interest in learning is emotional coloring, connection with the emotional experiences of the student. The connection of interest with positive emotions is important at the first stages of the emergence of curiosity, but to maintain the stability of interest, the formation of educational activity is necessary.
psychological pedagogical motivation student
1.3 Conditions for the formation of educational motivation of students
Motivation is the leading factor regulating the activity, behavior, activity of the individual. Any pedagogical interaction with a student becomes effective only taking into account the peculiarities of his motivation. There can be completely different reasons behind objectively identical actions of students. Motivational sources of the same act can be completely different.
The success or effectiveness of educational activities depends on socio-psychological and socio-pedagogical factors. The strength and structure of motivation also affect the success of educational activities. According to the Yerkes-Dodson law, the effectiveness of educational activity is directly dependent on the strength of motivation. However, the direct connection remains up to a certain limit. With the achievement of results and the continued increase in the strength of motivation, the effectiveness of the activity falls. The motive has quantitative (according to the principle "strong - weak") and qualitative characteristics (internal and external motives). If for a person the activity is significant in itself (for example, the satisfaction of a cognitive need in the process of learning), then this is intrinsic motivation.
If the impetus for the activity of the individual is social factors (for example, prestige, salary, etc.), then this is external motivation. In addition, the external motives themselves can be positive (motives for success, achievement) and negative (motives for avoidance, protection). Obviously, external positive motives are more effective than external negative motives, even if they are equal in strength. External positive motives effectively affect the progress of educational activities. Productive creative activity of the individual in the educational process is associated with cognitive motivation.
A person who is passionate about learning has the following characteristic: the more he learns, the stronger the thirst for knowledge becomes.
A significant connection between intellectual development and the success of educational activities has not been proven. A pattern was revealed: "strong" students differ from each other, but not in terms of intelligence, but in strength, quality and type of motivation. Strong students are characterized by internal motivation - mastering the profession at a high level and focusing on obtaining strong ZUN, and for weak students - external motivation - avoiding condemnation and punishment for poor study.
High positive motivation can make up for the lack of special abilities and insufficient supply of ZUN and plays the role of a compensatory factor. This compensatory mechanism does not work in the opposite direction: no matter how capable and erudite the student is, without the desire and impetus to study, he will not succeed (“Water does not flow under a lying stone” - a proverb).
Consequently, both the learning activity of students and their academic performance depend on the strength and structure of motivation. With a sufficiently high level of development of educational motivation, it can compensate for the lack of special abilities or an insufficient supply of ZUN in students.
On the basis of the determining value of motivation for educational activity, the principle of motivational support of the educational process was formulated. Purposeful formation of motivation for educational activity among students is necessary.
At the same time, some additional motive is found in learning as a cognitive activity. It is associated with the possibility of obtaining a result, which is the main product of a "business" action. This, undoubtedly, is the reason for the higher effectiveness of labor training. A.N. Leontiev wrote that “it is necessary that learning enter into life, so that it has a vital meaning for the student. Even in teaching skills, ordinary motor skills, this is also the case.” Here, the requirement of interest in the “business” result of the activity mastered in the teaching is necessary. Although both the subject and the product of it is just an imitation of the future real object and product.
It is widely believed that the intrinsic motivation of learning is the most natural, leading to best results in the learning process. However, observations in certain life situations, as well as theoretical considerations, do not allow us to unconditionally accept this position as axiomatic.
It should be borne in mind that the cognitive motive itself contains a “business” motive. Carrying out educational and cognitive activity in general, a person understands that its results can be useful in order to subsequently receive some vital benefits that he needs. Therefore, the absolutization of the cognitive motive as internal in relation to the teaching and its opposition to the business motive seem unjustified.
It would be more appropriate to attribute the student's interest in the learning process to "external" motivation - in cases where the latter provides him with new impressions, colored with positive emotions. Indeed, this is an accidental result, and not directly related to the achievement of that cognitive goal that determines the initiation and course of learning.
Which motives function in the learning process and which of them are dominant depends on many reasons. Among them - the nature of the individual-personal characteristics of the student. In experiments using a step-by-step methodology for the formation of mental actions, it was shown that students with a predominance of the figurative component of thinking over the verbal-logical assimilated educational material much more successfully if the motive of the research plan was attached to the motive of learning itself. This was ensured by excluding certain landmarks from the scheme of the orientation base that was given to them. The students found these landmarks on their own.
Another circumstance that determines the types of motives that function in the course of learning is the type of learning itself. It is determined by the type of scheme given to the student of the indicative basis of the action, the ability to perform which is subject to assimilation.
In the first type of learning, the student's attitude to learning corresponds to his need for something that acts as a reinforcer.
In the second type, the motivation is the realization that the results of the study will be needed for something in the future. This is not actually cognitive, but rather an “applied” interest in learning. In other words, learning is carried out for the sake of another activity that the student intends to perform in the future.
In the third type of learning, the method of cognition mastered by the student reveals the subject under study from a new, unexpected side and therefore arouses natural interest, which increases and becomes stable in the course of learning. When a student has a method of knowing a discipline, it is revealed to him as a field of activity, and thus a cognitive need is mobilized.
However, this is not achieved automatically. The student needs to be involved in the study of the object - to arouse his cognitive interest. The starting point is, of course, known facts. However, they are shown to him from a new side. Then this initial interest is gradually developed, avoiding the provocation of extraneous, utilitarian interests. As a result, students independently extend the learned methods of research to other sections of the same discipline and to other disciplines, willingly and actively apply them. With this P.Ya. Halperin associated a shift in the development of the student, which turned out to be unattainable with the first and even the second types of learning.
It would be interesting to consider the possibility of presenting the indicated types of motives as successive stages in the development of learning motivation. This problem is central in the study of both educational activities and the personal sphere of the student. There is also a kind of internalization here. Its specificity is as follows: “external” and “internal” are determined in relation not to the actor, but to his very activity. A typical starting point for this movement is when the student is performing some activity. He is guided by the desire to realize a goal that is external in relation to the main subject content of this activity, not naturally connected with it. The final point is the performance of this activity for the sake of its "internal" purpose. This is the achievement of “shifting the motive to the goal”, about which A.N. Leontiev.
Above, two different (subjective) concepts of the motive of activity were singled out. The subject of the learning activity should not only be aware of what benefits he can get from mastering the desired knowledge and skills, but he should be in a state of actual motivation. The content of the first, motivational stage, singled out in the theory of the stage-by-stage formation of mental actions, should be considered not so much the creation as the actualization of the motives associated with this activity that were formed earlier. The creation of learning motives is included in the preparatory component of learning activity, which provides the ability to learn, while their actualization should already be attributed to the area of functioning of the prepared structural moments or to the main component of learning activity - learning.
The student's attitude to learning gives a primary idea of the predominance and effect of certain learning motives. There are several stages of the student's involvement in the learning process:
Negative attitude
Indifferent (or neutral)
Positive - I (amorphous, undivided),
Positive - 2 (cognitive, initiative, conscious),
Positive - 3 (personal, responsible, effective).
Negative attitude to learning: poverty and narrowness of motives, weak interest in success, focus on evaluation, inability to set goals, overcome difficulties rather than study, negative attitude towards educational institutions, towards teachers.
Indifferent attitude to learning: the characteristics are the same, it implies the presence of abilities and opportunities to achieve positive results with a change in orientation; capable but lazy student.
Positive attitude to learning: a gradual increase in motivation from unstable to deeply conscious, and therefore especially effective; the highest level is characterized by the stability of motives, their hierarchy, the ability to set long-term goals, to foresee the consequences of their educational activities and behavior, to overcome obstacles to achieving the goal.
CONCLUSION
An analysis of theoretical sources has shown that there is currently increasing interest in the problem of efficiency vocational education. One of the promising directions in this regard is the formation of educational motivation of students. Educational motivation of activity is a complex psychological phenomenon, the management of which in the educational process requires taking into account its structural organization, dynamism. Learning motivation is characterized by stability, connection with the level of intellectual development and the nature of learning activities. The study of the motivational sphere of students is impossible without taking into account the ontogenetic development of the personality, that is, without taking into account the psychological characteristics of this age. At this time, the motivational structure undergoes a change from adequacy, meaningfulness, ability to understand to targeted behavior, originality, creativity, philanthropy, responsibility.
According to the synergistic approach, the result of the formation of positive learning motivation should be the desire for self-development and self-improvement among students, that is, the transition of a controlled system into a functional one. Thus, the main task of the teacher is to organize such a learning environment in which the mechanisms of interested independent self-organization of the learning system are launched.
LIST OF USED SOURCES:
1. Epifanova, S. Educational motivation formation / S. Epifanova // Higher education in Russia. - 2000. - No. 3. - 106-107 p.
2. Zhuravlev, D. Motivation and learning problems / D. Zhuravlev // public education. - 2002. - No. 9. - 123-130 p.
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4. Winter, I.A. Pedagogical psychology. - M.: Logos, 2003. - 384 p.
5. Ilyin, E.P. Motivation and motives. - St. Petersburg: Peter, 2006. - 512 p.
6. Klimov, E.A. Psychology of professional self-determination: - M.: Academy Publishing Center, 2004. - 304 p.
7. Lyakh, T.I. Experience experimental formation personally significant motive of teaching / - Tula: publishing house Tul. state ped. un-ta im. L.N. Tolstoy, 2004. - 133 p.
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