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FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "LIPETSK STATE PEDAGOGICAL UNIVERSITY"

FACULTY OF INFORMATION AND SOCIAL TECHNOLOGIES

DEPARTMENT OF SOCIAL AND HUMANITARIAN DISCIPLINES

COURSE WORK

in the discipline "Pedagogy"

"Features of motivation of students' learning activity"

Completed a 4th year student of group I-09-2

Shuvaeva Veronika Alexandrovna

Lipetsk 2012

Content

• Introduction
• Chapter 2. Research
• Conclusion
• Bibliography
• Applications

Introduction

The relevance of addressing the problem of motivation is due to the ever-increasing importance of socio-psychological factors in learning activities, among which motivation plays a decisive role. And this applies not only to the field of educational activity, but also to the entire life of a person. Even I. Goethe wrote that "in human affairs, as in nature, attention should be paid to motives." The main human activity is work, which takes at least a third of an independent adult life. A number of stages of a person's working life captures earlier and later periods of his life (choice of profession, labor and vocational training, transfer of work experience in the family, use of professional help from other people, etc.). It becomes obvious that work, and, consequently, all issues related to it are of great importance for any person and are always in the field of attention.

In this regard, the problem arises that it is necessary to somehow encourage people to work, how to stimulate productive and high-quality work. Many of them believe that a simple material reward is enough for this. In this course work we will try to reveal the issue of motivation in activity and work, we will pay special attention to the types of motivation and approval motivation, as the basis of achievement motivation.

The object of the research is the process of professional training.

The subject of the research is the peculiarities of motivation of students' educational activity.

The purpose of this course work is to analyze the characteristics of the motivation of students' learning activities.

To achieve this goal, the following tasks were put forward:

1. The problem of motivation in socio-pedagogical theory and practice.

2. Essential characteristics of motivations for students' learning activities.

3. Development of a research plan.

4. Analysis of research results.

The theoretical basis of the research is psychological, pedagogical and social theories of motivation (Z. Freud, K. Jung, A. Adler, K. Horney, A. Maslow, H. Heckhausen, N.I. Konyukhov, A.K. Markova, Yu. K. Babansky and others).

The following methods were used in the study: analysis of primary sources and scientific literature, questioning of students of the faculty, analysis of the study was carried out, recommendations for students were formed.

Experimental experimental base: Faculty of Information and Social Technologies FSBEI HPE "LGPU".

The research was carried out in several stages:

Stage 1 (September) - work with literature, final drawing up of the plan;

Stage 2 (October) - preparation of the theoretical part, work on individual chapters;

Stage 3 (November) - preparation and conduct of research, registration of research results, presentation of a draft version of the work;

Stage 4 (December) - registration of term paper.

The content of the work determined its structure, which consists of an introduction, two chapters, a conclusion, a list of references, an appendix.

The introduction substantiates the relevance of the research topic, defines the object, subject, purpose and objectives of the research.

The first chapter "MOTIVATIVE SPHERE OF PERSONALITY" of the research defines the problem of motivation, the essential characteristics of motivation for educational activity.

In the second chapter "RESEARCH" on the basis of students 'testing, the peculiarities of motivation of students' educational activity at FIISTech are revealed, the results are analyzed, recommendations are given for students to achieve success in educational activities.

Chapter 1. Motivation of student approval

1.1 The problem of motivation in socio-pedagogical theory and practice

Motivation is a set of mental processes that give behavior an energetic impulse and general direction. In other words, motivation is the driving force behind behavior, i.e. the problem of motivation is the problem of the causes of an individual's behavior.

The main theories of motivation are developed in two very different methodological traditions. Behavioral and cognitive approaches are strictly experimental, they are built in the tradition of natural science. This means that each theory begins with the advancement of certain postulates, basic provisions, and consequences are derived from these postulates that are subjected to experimental verification, as a result of which an inevitable and necessary correction of the basic provisions of the theory occurs. Experimental traditions in the study of motivation, it can be noted that cognitive approaches to solving problems of motivation are gaining more and more popularity among researchers. Cognitively oriented researchers have revised the behaviorism thesis about the possibility of unlimited external (situational) influence on human behavior. They were able to look not only at his behavior, but also at what was happening in his psyche. At the same time, they retained the rigor of the experiment inherent in behaviorism.

The basis of an individual's activity, from the point of view of behaviorism, is a certain need, the need of the organism, caused by the deviation of physiological parameters from the optimal level. Here it is important to pay attention to the fact that we are talking only about the physiological needs of a person, which in their content differ little from the needs of an animal. Thus, the basis of any human activity can be considered the need to drink, eat, experience sexual satisfaction, be in normal temperature conditions, etc.

According to the majority of behaviorisms, the main mechanism of motivation is the body's desire to relieve, reduce the stress caused by the emerging need, and bring the values ​​of physiological indicators back to normal. This mechanism is called the principle of homeostasis: in case of a deviation from the norm, the system takes some actions in order to return to its original state; if all indicators are within the normal range, the system does nothing. It was important for behaviorists to demonstrate the mechanism for the formation of new behavior, which consists in manipulating reinforcement in relation to an animal (human) experiencing some psychological need.

The founder of the psychoanalytic tradition was Z. Freud. One of the central provisions of his theory is the belief that any human behavior is at least partially due to unconscious impulses. The basis of behavior motivation, according to Z. Freud, is the desire to satisfy innate instincts - the physical needs of the body. The individual seeks to reduce stress to a minimum level. And in this regard, the concept of S. Freud is similar to the behaviorist point of view: the same principle of homeostasis and stress relief. But there are also differences, the individual seeks to return to some initial state (which was disturbed by birth and subsequent development) up to non-existence. The basic instincts, according to Z. Freud, are the instincts of life and death. The life instinct can take two main forms: the reproduction of one's own kind (sexual need) and the maintenance of the individual's life (ordinary physiological needs). The death instinct is the opposite of the life instinct and is expressed in such forms of behavior as aggression, masochism, self-accusation, self-destruction.

K. Jung considered the release of tension as the main mechanism of motivation. However, unlike Z. Freud, he believed that the body strives for self-realization. Society suppresses not only sexual, or "bad" impulses, but also healthy aspirations. One of the most famous concepts in C. Jung's concept is the collective unconscious, which contains the experience of all mankind, the wisdom of the centuries, accumulated throughout history and passed down from generation to generation. The collective unconscious is the basis of the individual unconscious, which plays an essential role in the behavior of the individual.

A. Adler reasoned approximately as follows: a person is born weak and helpless, experiencing a basic, universal feeling of inferiority. In order to overcome helplessness and feelings of inferiority, the individual strives for excellence and excellence. Striving for perfection, not for pleasure, according to A. Adler, is the main principle of human motivation.

K. Horney proceeded from a thesis similar to Adler's about the helplessness of an infant, but drew somewhat different conclusions from this generally indisputable position. A helpless baby, in her opinion, seeks safety in a potentially hostile and dangerous world. Feelings of insecurity can lead to underlying anxiety, primarily due to such characteristics of parental attitudes and behavior as a lack of warmth towards a child or overprotectiveness. In the event of this basic anxiety, the individual develops behavioral strategies aimed at overcoming it.

The concept of E. Fromm, to a greater extent than the theory of other psychoanalysts, is focused on the consideration of the social aspects of human behavior. According to E. Fromm, a person in modern society feels lonely, which is a direct result of his release from direct dependence on nature. This loneliness gave rise to the desire to escape from freedom into conformism, dependence and even slavery, however, the true goals of a person are the desire to find his real "I", to use the society he created, and not to be used by him, to feel connected with other bonds of brotherhood and love ...

The philosophical basis of humanistic psychology is existentialism, which declares the intrinsic value of the individual, as opposed to the rapidly growing standardization of civilized society since the beginning of the twentieth century, calling to accept things as they are, requiring the individual to determine their own path, denying the possibility of analytical, rational knowledge of human essence. The theoretical constructions of psychologists, representatives of the humanistic direction, most directly resonate with the listed provisions of existentialism. G. Allport, for example, believed that for the study of the uniqueness of a person, fundamentally different, different from traditional, methods are needed. According to G. Allport, a normal adult is functionally autonomous, independent of the needs of the body, mostly conscious, highly individual (and not at the mercy of eternal, unchanging instincts and the unconscious, as psychoanalysts believed).

According to K. Rogers, a normal personality is open to experience, it does not need to be controlled or controlled. You just need to observe the personality and participate in the processes taking place in it. A person, in turn, must trust his feelings, listen to them. The individual's realization of his abilities and potencies is the main motivating force of human behavior. Striving for self-realization, self-fulfillment is what is most important in a person. People strive to bring the "I-ideal" to the real "I".

motivation student educational professional

A. Maslow believed that man is a willing creature. A person is rarely completely satisfied, and if it does, it is very short. "Desire incessant and inescapable is a characteristic feature of a person, it accompanies him throughout his life." Maslow considered human needs innate and organized into a hierarchical system, based on the principle of actualizing the needs of higher levels as the needs of lower levels are satisfied. For example, physiological needs must be sufficiently met even before safety needs arise, etc.

The hierarchy of needs, according to A. Maslow, is as follows (Fig. 1):

Fig.1 Hierarchy of needs according to A. Maslow.

Needs represent the foundation on which all behavior and all mental activity of a person is built. The activity of behavior is due to the presence of needs, and the actualization of any need prompts the body to act in the direction of achieving, mastering an object that can satisfy this need. According to J. Newten, "every object of need is something that will be, that needs to be achieved, and this forms a behavioral future. Thus, the future is a temporary quality of a motivational object."

A. Maslow suggested that striving for higher goals indicates psychological health, while certain types of neurotic adults are mainly motivated by the search for safety. "Each person constantly needs recognition, a stable and, as a rule, a high assessment of his own merits ...". The need for recognition is linked to achievement and prestige. Satisfaction of the need for recognition gives the individual a sense of self-confidence, a sense of his own significance, strength, adequacy, the realization that he is useful and necessary in this world. Unsatisfied need, on the contrary, causes a person to feel humiliated, weak, helpless, which, in turn, serve as a ground for despondency.

The main thesis of the authors of cognitive theories (from the English cognitive - cognitive) was the belief that the behavior of an individual is guided by knowledge, ideas, opinions about what is happening in the external world, about causes and effects. Knowledge is not a simple body of information. Knowledge is not cold, dispassionate information. A person's ideas about the world program, project future behavior. And what a person does and how he does it depends ultimately not only on his fixed needs, deep and eternal aspirations, but also on relatively changeable ideas about reality. A cognitive theory of motivation is being intensively developed at this time. L. Festinger's theory of cognitive dissonance belongs to him the theory of cognitive dissonance. This theory has at least two fundamental advantages that distinguish a good theory from a bad one, a scientific theory from a non-scientific one. First, it proceeds from "the most general grounds", to use Einstein's expression. Secondly, from these general grounds, consequences are derived that can be subjected to experimental verification. Due to these circumstances, L. Festinger's work gave rise to a huge number of experimental studies and entire research programs, which resulted in the discovery of a host of new - sometimes paradoxical - effects and patterns of both theoretical and practical interest.

L. Festinger understood cognitive dissonance as a certain contradiction between two or more cognitions. L. Festinger interprets cognition quite broadly: cognition is any knowledge, opinion or belief concerning the environment, oneself or one's own behavior. Dissonance is experienced by a person as a state of discomfort, she seeks to get rid of it, to restore internal cognitive harmony. And it is precisely this desire that is a powerful motivating factor in human behavior and attitudes towards the world.

F. Haider, the author of the theory proceeded from the following principles. A social situation can be described as a collection of elements (people and objects) and the connections between them. Certain combinations of elements and connections are stable, balanced, others are unbalanced. People tend to strive for balanced, harmonious, consistent situations. Unbalanced situations, like cognitive dissonance, cause feelings of discomfort, tension and the desire to bring the situation to a balanced state. Thus, one of the sources of human behavior, according to F. Haider, is the need for harmonious, consistent social relations. The position of imbalance initiates behavior aimed at restoring balance.

As the simplest social situation, F. Haider considers a system consisting of three elements (triad): subject - another person - object together with the relations between them: subject - another person, subject - object, another person - object. In this case, the object is understood very broadly: as a thing, process, group of people, object, idea, etc. Relationships within the triad can be positive and negative. Thus, eight types of triads are logically possible.

Table 1

Types of triads according to F. Haider

According to F. Haider, situations of the fifth-eighth types are unstable, cause a feeling of discomfort and the desire to transform them into one of the first four. In general, there are three main ways to remove the imbalance:

1) change one of the relationships from "+" to "-" or from "-" to "+": for example, if it turns out that my friend is terribly fond of cats, and I used to treat them rather coolly, then it is very possible that over time, I will change my attitude towards these pets from negative to positive, and if my hatred for felines exceeds affection for a friend, I may not reconsider my attitude towards cats, but my attitude towards a friend;

2) reduce the significance of one of the relationships, i.e. reduce one of the relationships to zero: if my good friend, for example, does not tolerate conversations on abstract topics, and I adore them, then I can distance myself from her relationship to this subject, neutralize it by stopping talking with her on abstract topics, and satisfy his thirst for philosophizing in conversations with friends;

3) differentiate between positive and negative attitudes: if my favorite doctor says that coffee is bad for me, meaning the effect of caffeine on the cardiovascular system, and I cannot live a day without the taste and smell of coffee, then you can basically go to decaffeinated coffee, i.e. differentiate, divide your attitude towards coffee into two types: attitude towards coffee with caffeine - like that of a doctor, negative; the attitude towards decaffeinated coffee is positive.

The main provisions of the theory of a functional system were formulated by P.K. Anokhin back in 1935. Despite the fact that P.K. Anokhin was a physiologist and most of the provisions of his theory are based on data from physiological, not psychological research, his theory has a general systemic character, and therefore can be successfully used and used in the analysis of a mental phenomenon.

A functional system is a system of various processes that are formed in relation to a given situation and lead to a result that is useful for an individual. A useful result can be interpreted as satisfying a wide variety of needs and goals of an individual: it can be the normalization of blood pressure and a good buy, oxygenation of the lungs and victory in political elections.

The main components of any functional system are as follows:

afferent synthesis;

decision-making;

action results model (action acceptor) and action program;

action and its result;

Feedback.

G.A. Miller, E. Galanter and K. X. Pribram propose the following scheme for controlling an action: Test-Operate-Test-Exit (abbreviated as TOTE), or Test-Action-Test-Exit (i.e., completion of an action). According to the authors of the theory, behavior is caused by a mismatch between the current state of the organism and the desired or required state. The individual tests (determines) the discrepancy between the required and the available state, does something to eliminate the detected discrepancy, again tests the situation for the presence of a discrepancy; if the discrepancy is not eliminated, then it acts again, and if it is eliminated, it stops the action, or exits the cycle. It is easy to see that, from the point of view of the authors of the theory, the main principle of behavior control is the principle of feedback, or the individual's desire to reduce the discrepancy between the goal and the present state.

German researchers H. Heckhausen and P. Golwitzer offer the following scheme for the analysis of psychological control of action. They call the first stage of action (more precisely, control of action) the stage of pre-decision. The main function of this stage is to choose an option for future action: a person must make a decision about what to do. For example, decide which university to go to study. Making a decision is as difficult as crossing the Rubicon (hence the second name of the theory - "Rubicon model"). The individual must weigh the pros and cons and ultimately decide on something. Making a decision - the formation of an intention (intention) - marks the transition to the next stage, which the authors of the theory call the "pre-action stage."

D. Highland's theory of motivational control is a kind of generalization of ideas and concepts that have formed in the depths of cybernetics, control theory and psychology and are directly related to the analysis of psychological mechanisms of control and action planning. The theory is some general description of purposeful behavior, its structural components and the principles of their interaction. The author of this theory considers feedback as a basic principle of behavior control: a certain criterion of correlation is compared with perceptual input, and the difference between them serves as a signal to the performer of the action, denoted by the term "detected deviation". The detected deviation prompts the performer to reduce, minimize the discrepancy between the correlation criterion and perceptual input. In the theory of motivational control, four types of correlation criteria are distinguished: the final state, the speed (pace) of progress towards the goal, a certain type of action, and a certain emotion or other aspect of the mental state.

Perceptual input is the next concept in the theory of motivational control. In general terms, this concept can be defined as an aspect of the environment that is perceived and essential from the point of view of the performer of the action, or information about the current state of affairs.

There are three types of perceptual input:

1) some aspect of the surrounding (external) environment;

2) information about their own actions;

3) information from the internal environment (feelings, thoughts, states).

The motive of achievement as a stable characteristic of the personality was first identified by G. Murray and understood as a steady desire to do something quickly and well, to reach a certain level in any business. In the process of further research of this motive by such scientists as D. McClelland and H. Heckhausen, two independent motivational tendencies were identified: the desire for success and the desire to avoid failure. The motive of achievement in this case shows how much a person strives to increase the level of his capabilities. In Russian psychology, achievement motivation, as well as the closely related topic of the level of aspirations, was studied by such specialists as M.Sh. Magomed-Eminov, T.V. Kornilov, I.M. Paley and many others.

G. Murray proposed, along with the list of organic needs, a list of secondary (psychogenic) needs arising on the basis of instinct-like drives as a result of education and training. These are the needs of achieving success, affiliation, aggression, the needs of independence, opposition, respect, humiliation, protection, domination, attracting attention, avoiding harmful influences, avoiding failures, patronage, order, play, rejection, reflection, sexual relations, help, mutual understanding. In addition to these needs, G. Murray attributed to man and the needs of acquisition, rejection of accusations, knowledge, creation, explanation, recognition and frugality. The existence of a need, according to G. Murray, can be concluded on the basis of:

1) the effect or result of behavior;

2) the way the behavior is carried out;

3) selective attention or response to a certain type of stimulus objects;

4) the expression of a specific emotion or affect;

5) expressions of satisfaction in achieving a certain effect or dissatisfaction if the effect is not achieved.

Research data on the study of the motivation of human activity, as well as data from personality studies, show that the success of human activity is determined by three factors: the strength of motivation (the desire for success), the presence of achievement values ​​in the human value system, and the development of the necessary skills and abilities. The variety of motives of human activity is determined by the variety of combinations that are formed by various thoughts and feelings of a person. "The more interest you have in a business, the stronger your desire to do it well."

A person has two different motives, functionally associated with activities aimed at achieving success. This is the motive for achieving success and the motive for avoiding failure. The fate of a person and his position in society largely depend on whether he is dominated by the motivation to achieve success or the motivation to avoid failure. It has been noticed that people who have a stronger desire to achieve success achieve more in life than those who have it weakly or absent. N.I. Konyukhov defines achievement motivation as a mechanism of achievement developed in the psyche, acting according to the formula: motive "thirst for success" - activity - goal - "achievement of success". The motive of achievement reflects the need of the individual to avoid failure by all available means and to achieve the desired result. The motivation for avoiding failure is considered as a mechanism developed in the psyche for avoiding mistakes, failures, often by any means and means. For a person with a predominance of motivation for avoiding failures, the main thing is not to make mistakes, to avoid failure, even at the cost of a strong transformation of the initial, main goal, its full or partial non-achievement.

According to H. Heckhausen, achievement motivation can be defined as an attempt to increase or keep as high as possible a person's abilities for all types of activity to which the criteria of success can be applied and where the performance of such an activity can, therefore, lead to either success or failure. Motivation for achievement is aimed at a certain end result obtained thanks to a person's own characteristics, namely: achieving success or avoiding failure. It pushes a person towards the "natural" result of a series of related actions. A clear sequence of a series of actions performed one after another is assumed. Achievement motivation is characterized by constant revision of goals.

H. Heckhausen believed that this characteristic of achievement motivation is important, since the chain of actions aimed at achieving the goal can be interrupted for some time, sometimes for months or years. Also an important characteristic of achievement motivation, in his opinion, is a constant return to an interrupted occupation. Thus, "complex and long existing structures are created from the main, secondary and their constituent activities, which lead through the achievement of a series of" subgoals "to the main, even if very distant. Planning becomes necessary to achieve an ordered sequence and functional organization of the chain of actions It is this time span of a series of actions that distinguishes achievement motivation from many other motives. "

According to G. Murray, the need for achievement is characterized by the following concepts: to do something difficult; control, manipulate, organize - in relation to physical objects, people or ideas; do it as quickly and independently as possible; overcome obstacles and achieve high performance; improve; compete and outrun others; to realize talents and thereby increase self-esteem.

One of the fruitful concepts that have been successfully used to explain the achievements in activity is the theory of V. Weiner. According to her, all kinds of reasons for success and failure can be assessed by two parameters: localization and stability. The first of the named parameters characterizes what a person sees as the reasons for his successes and failures: in himself or in the circumstances that have developed independently of him. Stability is considered as the persistence or persistence of the action of the corresponding cause. Various combinations of these two parameters define the following classification of possible causes of success and failure:

1. The complexity of the task being performed (external, stable factor of success).

2. Diligence (internal, mutable factor of success).

3. A coincidence (external, unstable factor of success).

4. Abilities (internal, sustainable factor of success).

M.Sh. Magomed-Eminov defines achievement motivation as a functional system of integrated affective and cognitive processes that regulates the process of activity in a situation of achievement throughout the course of its implementation. It is possible to distinguish special structural components that perform specific functions in the process of motivational regulation of activity: motivation for actualization (motivation and initiation of activity), motivation for selection (processes of choosing a goal and the corresponding action), motivation for implementation (regulation of the performance of an action and control of the implementation of an intention), motivation for post-implementation. (processes aimed at terminating an action or replacing one action with another).

Experimental studies have shown that one of the main mechanisms for actualizing achievement motivation is a motivational and emotional assessment of the situation, which consists of an assessment of the motivational significance of a situation and an assessment of general competence in a situation of achievement; the intensity of the motivational tendency changes depending on the change in the value of the two indicated parameters, both in subjects with the motive of striving for success and with the motive for avoiding failure.

An important feature of human motivation is its bimodal, positive - negative structure. These two modalities of impulses are manifested in relatively different in form impulses of the type of directly realized need, attraction, and the type of necessity, need, that is, in the form of striving for something or avoiding, in the form of two types of emotional experiences: satisfaction and suffering. Emotional experiences, writes V.K. Vilyunas, are the only representative of motivational processes at the level of mental reflection, the system of signals with which the needs are revealed to the subject, pointing to the corresponding objects and influences.

The importance of emotions lies in the fact that thanks to them, a person rethinks the past, plans the future. In human behavior, motivational factors of various origins are almost constantly manifested simultaneously. In this regard, the final motivation for the goal is total, arising on the basis of its motivational value, the probability of expecting success and, separately, failure. Emotions of success - failure serve as "a universal mechanism that connects to the process of regulation of activity and, based on the accumulated experience, notifies the individual about the achievability of goals and the justification of activity."

Emotions of success - failure, according to V.K. Vilyunasu, are subdivided into ascertaining, anticipating and generalizing. Ascertaining - accompanies a separate attempt to approach the goal. A positive emotion that completes a successful action "authorizes" it, reinforces it, while a negative emotion leads to the search for new tests, while delaying the unjustified way to achieve the goal. Anticipating emotions of success - failure, arising from one perception of the conditions that served as the cause of joy and grief in the past, signal the subject about the probable outcome of actions before they actually take place. Such advanced information about the hopelessness of actions in one direction and about the probable success in the other greatly facilitates the subject's search for a way to achieve the goal. In contrast to anticipating failure, which only narrows the trial zone, restricts behavior, traces of past successes open up constructive decisions to the subject and guide behavior. The generalized emotion of success - failure interacts with the leading emotional experience that encourages action, intensifying it when an early success is anticipated, and depriving it of the motivating force when anticipating difficulties and failures.

1.2 Essential characteristics of motivation for educational activity of students

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

Learning motivation, like any other type of it, is systemic, characterized by focus, stability and dynamism. So, in the works of L.I. Bozovic and her collaborators, based on the study of the educational activity of students, it was noted that it is prompted by a hierarchy of motives, in which either internal motives associated with the content of this activity and its implementation can be dominant, or broad social motives associated with the child's need to take a certain position in system of social relations. At the same time, with age, there is a development of the ratio of interacting needs and motives, a change in the leading dominant needs and their peculiar hierarchization.

In this regard, it is essential that in the work of A.K. Markova specifically emphasizes this idea: "The motivation of learning is formed from a number of constantly changing and entering into new relationships with each other motives (the needs and meaning of learning for students, its motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in positive or the aggravation of the negative attitude towards the student, and the complication of the structure of the motivational sphere, the motivations included in it, the emergence of new, more mature, sometimes contradictory relations between them. "

Accordingly, when analyzing motivation, the most difficult task is to determine not only the dominant motivator (motive), but also to take into account the entire structure of a person's motivational sphere. Considering this area in relation to teaching, A.K. Markova emphasizes the hierarchy of its structure. So, it includes: the need for learning, the meaning of learning, the motive of learning, purpose, emotions, attitude and interest. Characterizing interest (in the general psychological definition, this is an emotional experience of a cognitive need) as one of the components of educational motivation, it is necessary to pay attention to the fact that in everyday everyday life, and in professional pedagogical communication, the term "interest" is often used as a synonym for educational motivation. This can be evidenced by such statements as "he has no interest in learning", "it is necessary to develop cognitive interest", etc. This shift in concepts is associated, firstly, with the fact that in the theory of learning it was interest that was the first object of study in the field of motivation. Secondly, it is explained by the fact that interest itself is a complex heterogeneous phenomenon. Interest is defined "as a consequence, as one of the integral manifestations of complex processes in the motivational sphere," and here the differentiation of the types of interest and attitudes towards learning is important. Interest, according to A.K. Markova, "can be broad, planning, effective, procedural-meaningful, educational and cognitive, and the highest level is transformative interest."

Motivation for learning activity is a complex structural formation and therefore has several meanings. As a product of personality formation, it acts as a factor in its further development, has a general stimulating effect on the course of thought processes, becomes a source of intellectual activity, mobilizes creative forces for solving problems, positively affects the quality of knowledge, its depth and effectiveness, breadth and systematization. Learning motivation is the most important internal condition for the development of the desire for self-education; it serves as a criterion for the development of many important personality traits.

As we have already said, the leading activity of students is teaching, the formation of the personality of a professional, which is accompanied by the inner urge of a person to a particular activity. Thus, motivation is an integral component of the professionalism of a person, which directs a person, moves him towards the goal, contributes to his development, to the achievement of the highest level in his development. A.A. Bodalev notes that real professionalism is always coupled with a strong and stable motivational sphere for the implementation of certain activities and for achieving a unique, extraordinary result in it.

The most important determinants of activity are the internal positive motives of the personality, which have a great influence on the development of the personality of the future specialist. The structure of the student's motives, which is formed during the period of study, becomes the core of the personality of the future specialist. Positive educational motivation contributes to the formation of an active personality, capable of independently building and adjusting his educational, cognitive and professional activities.

We can agree with the opinion of Yu.K. Babanskiy, V.S. Ilyin and many other didactics that educational motivation, being a specific attitude of the subject to the activity being performed, should be formed purposefully in the educational process. It was this problem that formed the basis of our work. The formation of the educational motivation of students of the VTUZ obeys the general laws of the formation of the educational motivation of students, but at the same time, in our opinion, it should have a peculiar solution in connection with the peculiarities of the profession obtained in the educational activity at the VTUZ. Before proceeding to consider the problem of the formation of educational motivation of students of the VTUZ, we will analyze the general provisions on the formation of motivation for learning in educational and cognitive activity.

Motivation in psychology is considered not only as a structural component of activity, including educational activity, but also as one of the characteristics of the subject of activity itself. Therefore, in order to build a scientifically grounded methodology for the formation of educational motivation, it is important to take into account the main psychological characteristics of that age category of students, among which it is supposed to work on the formation of educational motivation, and their manifestation in educational activities;

Students, as an age period of ontogenetic development, is associated with the localization of motivation for behavior and activity in the aspects of "economic activity", by which demographers understand the inclusion of a person in independent production activities, the beginning of a work biography and the creation of his own family.

In the studies devoted to the student's activity, the contradictory nature of the inner world, the difficulty of finding one's own identity and the formation of a bright, highly cultured individuality are shown. The formation of the motivational sphere of the personality is subject to certain patterns of ontogenetic development of the personality, which are revealed in the studies of B.G. Ananyeva, L.I. Bozovic, L.S. Vygotsky, A.K. Markova, V.S. Mukhina, V.A. Permyakova, J. Piaget and others. The need for cognition is not only one of the natural processes of personality formation, but also a motivational mechanism that determines the success of the ontogenetic development of an individual. Changes in the motivational sphere of an individual are determined not only on the basis of the implementation of the concept of cognitive development, but also due to the interweaving of the child into the social and cultural context of life.

A.K. Markova, exploring the motivation for learning at school age, determines the object of management - the content of the motivational sphere. She believes that the formation of motivation is not just an increase in a positive or negative attitude towards learning, but an increase in the complexity of the motivational sphere: motives, attitudes, new relationships. Moreover, in her opinion, the development of motivation is the upbringing of ideals, worldview values ​​adopted in society, in combination with active human behavior, which means the unity of perceived and actually acting motives, the unity of word and deed.

V.S. Mukhina believes that the motivation and consciousness of the individual determine the characteristics of its development at all stages of ontogenesis, where the unity and struggle of opposites in the self-consciousness of the individual and its emotional - affective and rational manifestations inevitably arise. The motivational sphere of the student's personality in the process of ontogenetic development is enriched with deep personal formations: self-motivation as internal regulators of behavior and activity. It covers the interaction of a person and reality in general, including the context of the situation.

The student's life plans are associated with obtaining a higher education, ensuring material well-being, determining in a professional life arrangement, acquiring a status, solving family problems. Personal meaning is associated with an assessment of the vital significance for the subject of objective circumstances and his actions in these circumstances. Many Russian scientists: V.G. Aseev, B.S. Bratus, V.I. Dodonov and others - were engaged in the study of value orientations as a component of the need-motivational sphere of the individual. Some foreign psychologists interpret life plans and value orientations as a socially determined orientation towards the goals and means of activity. The life plans and values ​​of the student's personality belong to the category of "general personal expectations": the motive acts as a mechanism of the individual's responsibility for his actions, actions, behavior, a person gets the opportunity to process all needs and motives. In this regard, we agree that training fulfills the function of not only assimilating knowledge, but also forming in future specialists the motivational-need-sphere and cognitive structure of the personality, including values ​​and value orientations.

The motivational sphere of the student's personality is most fully revealed in the situation of activity, where it acts as the position of the subject and depends on activity, goal-setting, anticipation of the results of achievement, readiness for surprises, ways of engaging in activity, from emotional-volitional experiences.

So, at present there are two main directions in the interpretation of the concept of "motivation". Supporters of the first view motivation as a combination of internal and external motives that determine the activity of the subject. The second direction considers motivation not as static, but as a dynamic formation, as a process, a mechanism. The actualization of existing motives, the dynamic process of the formation of motives, the interaction of motives are considered as the basis of this process.

In the context of our research, we take into account the procedural, dynamic nature of the motivational sphere of the individual.

Thus, educational motivation is a special type of motivation, characterized by a complex structure, one of the forms of which is the structure of internal and external motivation. Such characteristics of educational motivation as its stability, connection with the level of intellectual development and the nature of educational activity are essential.

Chapter 2. Research

2.1 Development of a research plan

A number of stages of a person's working life captures the earlier and later periods of his life (choice of profession, labor and vocational training, etc.). The relevance of motivation for the educational activities of students lies in the fact that the main activity of a person is work, which takes at least a third of an adult independent life.

Often, work at this stage of development is seen as a way of obtaining various benefits, with the help of which the student would like to assert himself. Especially among students, an interest (inclination) in the activities with which they are going to establish themselves in this world is gaining more and more importance.

To identify the level of motivation among students during the study, a plan of a pedagogical experiment was developed:

1. Statement of the goal and objectives of the pedagogical experiment;

2. Conducting a pedagogical experiment;

3. Analysis of the results obtained.

The purpose of this study is to analyze the characteristics of motivation for students' learning activities. Motivation, viewed as a process, can theoretically be represented in the form of six stages, one after the other:

1. The emergence of a need;

2. Search for ways to eliminate needs;

3. Determination of the course of action;

4. Implementation of the action;

5. Carrying out an action for receiving a reward;

6. Elimination of needs.

A motive is what triggers certain actions in a person. Human behavior is usually determined not by one motive, but by their totality, in which the motives can be in a certain relation to each other according to the degree of their influence on human behavior.

As part of the study, testing was carried out among 1 - 5 year students of the Leningrad State Pedagogical University, studying at the Faculty of Information and Social Technologies in the specialty of computer science. The number of subjects was 120.

In the course of the study, a questionnaire technique was used. Questioning refers to the psychological verbal-communicative method, in which a specially designed list of questions - a questionnaire - is used as a means of collecting information from the respondent. Questioning - a survey using a questionnaire.

Questioner - a person who collects the material through a questionnaire.

Using the questionnaire method, it is possible to obtain a high level of mass research at the lowest cost. A feature of this method can be called its anonymity (the identity of the respondent is not recorded, only his answers are recorded). Questioning is carried out mainly in cases when it is necessary to find out the opinion of people on some issues and to reach a large number of people in a short time.

For the study, a questionnaire was taken to diagnose the motivation of educational and professional activities of K. Zamfir (Appendix 1).

2.2 Analysis of research results

The processing of the research results was carried out using an Excel table and a key for diagnosing the structure of a student's educational motivation (K. Zamfir).

Table 1.

Key for diagnosing the structure of student learning motivation

	Answer numbers
Cognitive
Communicative
Emotional
Self-development
Student position
Achievements
Material
External (rewards, punishments)

According to the key data, the most significant motives for students, for which they study at the university, were identified.

Fig. 1 The significance of motives

1. Cognitive;

2. Communicative;

3. Emotional;

4. Self-development;

5. Position of the student;

6. Achievements;

7. Material;

8. External (rewards, punishments).

The highest results were obtained for the motives "Student position" (5) and "Achievement" (6). Thus, the student takes a responsible approach to educational activities, realizing the importance of acquiring knowledge, skills and abilities that will help him become a good professional, build a successful career and achieve something in life, realize his creative potential in order to assert himself and assert himself, find his place in the world.

Conclusion

The essence of professional education is the formation of the personality of a future specialist, based on scientific knowledge, skills and abilities. At the same time, the personality itself is determined through a system of meanings and values, which are the core of any, including professional, activity.

The personality manifests itself most fully, trying to realize his best strength in work, trying to find himself and realize himself in a complex world. The personality of the professional is formed in place with the development of the personality of the student. At the same time, professional self-awareness is largely associated with the development of civic consciousness, because the meaning of the profession is in socially useful activity, in being a full-fledged citizen of society, realizing oneself through labor.

The development of educational and professional motivation assumes that students should be equipped with the means for effective educational activity. Possession of such tools increases student confidence, and hence the general willingness to learn. Possession of the means of educational activity can be considered as the most important basis for the formation of educational and professional motivation of students.

I.V. Vachkov and others offer "advice-recommendations" to students on the organization of their educational and professional activities in the course of university studies, which are reduced to the following groups of problems:

1) develop your own individual style of educational and professional activities;

2) rules of tactful behavior and effective listening at lectures;

3) the rules for taking notes at lectures;

4) rules for independent work with literature;

5) the rules for preparing for tests and exams and correct behavior when passing them to teachers;

6) the rules for writing scientific texts (abstracts, term papers and theses) [Vachkov IV, Grinshpun IB, Pryazhnikov NS, 2002, p.391 - 409].

Bibliography

1. Burlachuk L.F., Morozov S.M. Dictionary-reference book on psychological diagnostics. - Kiev 1989.

2. Ilyin E.P. Motivation and motives. - SPb: Peter, 2000 .-- P.21 - 45.

3. Motivation of labor activity: textbook. manual for stud. higher. study. institutions / N.S. Pryazhnikov. - M .: Publishing Center "Academy", 2008. - 368s.

4. Psychology. Textbook for humanitarian universities / Under total. ed. by V.N. Druzhinin. - SPb .: Peter, 2001 .-- 656 .: ill. - (Series "Textbook of the New Century").

5. Study guide: 2nd ed. / Edited by D. e. Sci., Prof. I. Yu. Soldatova; d. e. D., prof. M.A. Chernysheva. - M .: Publishing house and trade corporation "Dashkov and K"; Rostov n / a: Academcenter, 2010 .-- 272 p.

6. Heckhausen H. Psychology of achievement motivation. SPb .: Rech, 2001.S. 17 - 23, 92 - 93 (with abbreviations)

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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 activities of university students"

Completed by: student of the ORM-201 group Khairullina Ilmira Irshatovna

Scientific adviser:

Associate Professor, Candidate of Biological Sciences

Shamsutdinova Dinara Fanurovna

Introduction

Chapter 1. Concept of motivation

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 the individual.

4 The motivational sphere of the personality of a modern student

Chapter 2. Organization of research

2 Mathematical and statistical processing and description of research results

Conclusion

List of used literature

Appendix # 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.). Essentially, no effective social interaction with a person (including social and pedagogical interaction with a child, adolescent, youth) is impossible without taking into account the peculiarities of his motivation. Behind objectively absolutely identical actions, actions of a person 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 is becoming especially relevant in psychological science in the current conditions of social development. In psychological and pedagogical science, the growth of the personal approach has aroused deep interest in the motivational sphere of the personality, the factors, conditions and means of its formation in professional development. The problem of studying the motivational sphere of the student's personality is the most in demand, because reassessment of the significance of many value orientations, rethinking of one's place in society, taking responsibility for the results of life activity are hidden in the motives of the individual and require not only knowledge, but also the management of their formation.

The specificity of the study of the motivational sphere of the individual is that, despite the recent increase in interest in the motivation of behavior and personality activity 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, from the time of ancient Greek philosophy to modern times (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), the history of Russian psychology (P.K. Anokhin, P.P. Blonsky, L.I. Bozhovich, L.S. , K.N.Kornilov, P.F.Kapterev, BC Merlin, I.I. Pirogov, I.A. ). The category "motivational sphere of personality" in domestic and foreign psychology is considered in the overwhelming majority in the context of personality.

Theoretical analysis and research of motivation and the motivational sphere of the individual made it necessary to use concepts and methodological foundations. The theoretical analysis of the problem made it possible to formulate a research hypothesis that the motivational sphere of a person is a structural and holistic formation that determines the process of personal development as a whole.

Practical research has confirmed that the motivational sphere of a person is dynamic in nature. The formation of the motivational sphere of the student's personality, its functioning under the condition of adequate psychological means of influence is carried out through the purposeful influence of psychological factors. The study revealed 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 research consists of an introduction, 2 chapters, conclusions and recommendations, a conclusion, a bibliography containing 20 titles and an appendix. 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 the research is the motivational sphere of the individual.

The subject of the research is psychological factors, conditions and means of the motivational sphere of a 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, communicative 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 designated as impulses that cause the activity of the organism and determine its direction. Motivation as a leading factor in the regulation of the activity of an individual, his behavior and activities is of exceptional interest for all people. To a greater extent, representatives of the social type of profession.

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 has become firmly established in psychological use to explain the reasons for human behavior.

In modern psychology, despite 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 motive, then we can see that it is considered in a generalized form as an incentive 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 the need is difficult, when the need is not directly realized, it manifests itself in the consciousness of the subject in the form of a specific content. From the side of the subject, it is experienced in the form of a feeling of dissatisfaction, which contains moments of excitement and tension, and from the objective side - in the form of certain objective contents that induce action. "

A. Maslow (1954): "The motive is expressed in the state of physiological imbalance of the 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 anticipation of the target response and based on the past association of certain traits with pleasure or pain."

A. Vroom (1964): "A motive is a process that controls a choice that an individual makes among alternative forms of voluntary activity."

K. Obukhovsky (1972): "The motive is the verbalization of the goal and program, which makes it possible for a given person to start a certain activity."

A.N. Leont'ev (1966): "A motive is an object (perceived or only conceivable, represented), in which a need is concretized and which forms its objective 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 a motive with a need (A. Maslow), on the other, it comes down to motivation, awareness of the goal (K. Obukhovsky ). In this context, A.N. Leont'eva largely concretizes the understanding of the motive, introducing it directly into the activity context, linking it with the main object of activity, although, apparently, the complete identification of the motive with the object narrows its interpretation. The widely used stimulation contributes to the formation of a certain motivation. In practice, writes B.F. Lomov, - often do not distinguish between the concepts of "motive" and "incentive". Meanwhile, these concepts are not identical. This or that form of labor stimulation, this or that stimulus only then becomes an incentive force when it turns into a motive. The general proposition on the connection of motives with the category of "need" in most cases is not controversial, 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, it designates 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.) etc.); 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, rather than describe, behavior. This is a search for answers to questions like "why?", "Why?", "For what purpose?" and "for what?", "what's the point ...?". Finding and describing the causes of persistent changes in behavior is the answer to the question of the motivation of the actions that contain it.

Any form of behavior can be explained by both internal and external reasons. In the first case, the psychological properties of the subject of behavior act as the initial and final points of 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 the incentives emanating from the current situation. Sometimes all psychological factors that, as it were, from the inside, from a person determine his behavior, are called personal dispositions. Then they talk about dispositional and situational motivation as analogs of internal and external determination of behavior.

Dispositional and situational motivations are not independent. Dispositions can be actualized by 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.

The 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 presupposes the consideration of 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 actually observed behavior.

Motivation acts as a process of continuous choice and decision-making based on weighing behavioral alternatives.

Motivation explains the purposefulness of actions, organization and stability of holistic activities aimed at achieving a specific goal. Motive, in contrast to motivation, is what belongs to the subject of behavior himself, is his stable personal property, from the inside prompting him to perform certain actions. Motive can also be defined as a concept that summarizes multiple dispositions.

Of all the possible dispositions, the most important is the concept of need. Need - the state of need of a person or animal in certain conditions, which they lack before normal existence and development. The need as a state of personality is always associated with the presence of a person's feelings of dissatisfaction associated with a deficiency of what the body (personality) needs.

All living beings have needs, and this is how living nature differs from non-living nature. 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 living conditions, 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 have material, spiritual, and social ones. As individuals, people differ from each other in the variety of their needs and a special combination of these needs.

The main characteristics of human needs are strength, frequency of occurrence and ways of satisfaction. An additional, but very essential characteristic, especially when it comes to the personality, is the subject 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 the need in terms of its motivational meaning is the goal. The goal is the directly perceived result, at which the action associated with the activity that satisfies the actualized need is directed at a given moment.

Dispositions (motives), needs and goals are the main components of a person's motivational sphere.

The motivational sphere of a person from the point of view of its development can be assessed by the following parameters: breadth, flexibility and hierarchy. 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 a person has a variety of motives, needs and goals, the more developed is his motivational sphere.

Flexibility. A motivational sphere is considered more flexible in which more various motivational stimuli of a lower level can be used to satisfy a motivational impulse of a more general nature (higher level). 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 be satisfied only by television, radio and cinema, while for another, the means of satisfying it are also various books, periodicals, and communication with people. The latter will have a more flexible motivational sphere.

Hierarchy 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 less frequently updated. The more differences in the strength and frequency of actualization of motivational formations of a certain level, the higher the hierarchy 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 obligations, the tasks that social life sets before him, so that in their highest, most conscious manifestations, human behavior is regulated by a conscious need, 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 this 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. Considering the history of research, motivation began to develop in connection with overcoming the concepts of "atomism" of the associates. By this time (late XIX-early XX.)

In foreign studies, much attention is also paid 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 questions of motivation is carried out intensively in various fields of 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 trend 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 latent needs, and thereby laid the foundations for following motivation in personality theory.

The first work on the study of learning was carried out by the American Edward Thorndike in the basement of the house of his teacher William James. Sami James did not set up experiments, but the concept of "habit" developed by him became central in the associative theory of learning.

I.P. Pavlov and E.L. Thorndike laid the foundations for the associative direction in motivation research. In the associative direction of studying the problem of motivation, the line of the psychology of learning is associated with the name of Thorndike, and with the name of I.P. Pavlova - the line of psychology of activation.

Narcissus Ah in Germany, adhering to the Wund traditions, tried using experimental psychological methods to identify the leading component of cognitive processes in the supposedly passive flow of consciousness. As a result of his experiment, Ah identified "determining tendencies", which, not being given in consciousness, nevertheless, direct behavior.

Murray's work "The Study of Personality" is the intersection of a number of important directions along which the psychology of motivation developed, starting with McDougall, Freud and Levin. Murray's Thematic Apperception Test (TAT) deserves special mention. A specially developed form of this technique has played an important role in measuring motives, in particular, achievement motive.

Henry Murray compiled an indicative list of twenty needs from an intensive study of a small number of subjects. Although this list has undergone major modifications in further work, the original twenty needs remain highly representative.

Maslow created a reasonable fundamental classification of motives, fundamentally different from those that existed before. He considers whole groups of motives, which are ordered in the value hierarchy according to their role in personality development.

In the theory of motivation, developed in Russian psychology, it is generally accepted that, when speaking of motives, one should bear in mind precisely an objectified need. The author of the psychological concept of A.N. Leont'ev 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 this or that need.

One of the first special works in the pre-October period can be considered the book of the 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, which is 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 impulses", "to discuss motives", "the certainty of desires." The motives were considered as characteristic of the stages of decision-making and its execution.

In the post-October period, when psychology was formed as a Marxist science, it faced many theoretical and practical problems. A.A. was one of the first to study the motives. Ukhtomsky (1875-1945), considering holistic behavior. The problem of motives, which turned out to be at the center of his scientific interests, he investigated in various aspects: physiological, psychological, worldview.

The works of V.M. Borovsky. Interesting in this regard, the provisions on motivation, expressed by him in the book "Introduction to Comparative Psychology." He believed that you need to be able to predict human behavior and direct it in the right direction.

In the pre-war years, the study of theoretical issues of motivation was not given sufficient attention, which also affected the limitations of "psychotechnical" research.

Published in 1935 by S.L. Rubinstein (1889-1960) book "Fundamentals of Psychology", based on the principles of Marxist philosophy, motivation was mentioned mainly in connection with volitional actions. But already in 1940 S.L. Rubinstein in his book "Foundations of General Psychology" considered motives in relation to specific activities, which was a step forward in the study of motivation. At the same time, the motives were associated with social and historical development, the social nature of human activity, the difference between human activity, as a conscious one, from the instinctive behavior of animals was emphasized. Also in his books, he developed a need-based 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. Leont'ev is carried out in connection with the analysis of the course of the formation of human consciousness in 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."

The study of motives from the standpoint of personality relations was carried out by V.N. Myasishchev, who analyzed motives as a personality relationship. A.G. Kovalev examines 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 internal and external motivation. The first focuses on a developing subject of research, the second - on achieving high results, receiving an award, 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 motivating learning. 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 individual and with her attitude to the surrounding reality, as well as on the structure of motivation.

Motivation issues are discussed in a number of other works. IN AND. Selivanov examines the motives of behavior, as well as the connection between the motivational, cognitive and volitional spheres in self-regulation of behavior.

A significant contribution to the development of the theory of motivation was made by Russian 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 action, organization and stability of holistic activity aimed at achieving a specific goal.

The psychological mechanisms of human motivation were studied by H. Heckhausen et al. According to H. Heckhausen, motivation is the interaction of three main factors: personal, motive and situational, correlated with each other through the mechanism of cognitive inference

R.S. Nemov defines motivation as "a set of psychological causes that explain human behavior, its beginning, direction and activity."

The psychology of educational activity, the problem of motivation in the process of its implementation was fruitfully developed by L.S. Vygotsky, A.G. Asmolov, V.V. Davydov, A.N. Leontiev, A.R. Luria, A.V. Petrovsky, S.L. Rubinstein, etc.

A number of researchers, as part of educational motivation, distinguish cognitive motives associated with the content of educational activity and the process of its implementation, as well as social motives associated with various social attitudes of the student to other people (L.I. Bozhovich, A.B. Orlov, A.K. Markova, T.A. Matis, P.M. Jacobson).

A review of the works of domestic and foreign psychologists shows that at present, psychology has accumulated data to clarify some of the initial positions, so for further, broader and in-depth study of the problems of motivation.

1.3 Factors, conditions and means of formation of 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. persistent motives that have a certain hierarchy and express the orientation of the personality. Such motivational formations: dispositions (motives), needs and goals - are the main components of a person's motivational sphere. Each of the dispositions can be realized for many needs. In turn, behavior aimed at satisfying a need is divided into types of activity (communication) corresponding to private goals.

In addition to motives, goals and needs, interests, tasks, desires and intentions are also considered as motivators of human behavior.

Interest is a special motivational state of a cognitive nature, which, as a rule, is not directly related to any one, actual at a given moment in time, need. Interest in oneself can be caused by any unexpected event that involuntarily attracted attention to itself, any new object that appears in the field of vision, any private, accidentally arisen 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 certain goal, the body encounters an obstacle that must be overcome in order to move on. One and the same task can arise in the process of performing a wide variety of actions and therefore is just as nonspecific to needs as interest.

Desires and intentions are momentarily arising and quite often replacing each other motivational subjective states that correspond to 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, but they play not so much an incentive as an instrumental role in it. They are more responsible for style rather than directionality of behavior.

The motivation for human behavior can be conscious and unconscious. This means that he is aware of some of the needs and goals that govern human behavior, while others are not. Many psychological problems get their solution as soon as we abandon 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 those and others occupy the same place in the structure of a person's motivation and in the structure of generating meanings: meaning for a person is acquired by those objects, phenomena or actions that are related to the implementation 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 originality of the individual ways of their implementation.

By placing needs in the center of attention, the entire inner world of the individual is made dependent on the external world in which the individual lives and acts. Such dependence exists, but besides this, there is a certain fulcrum in the personality that allows her to take an independent position in relation to the external world and all its requirements. This fulcrum 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 an individual family to humanity as a whole - is inherent in a focus on certain common values: ideal ideas about the good, the desirable, the ought, generalizing the experience of the 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 a group, is involved in the practical realization of this common value, feeling it as his own. Then, in the structure of the personality, personal value arises and takes root - an ideal idea of ​​what should be, which sets the direction of life and acts as a source of meanings. A formal attitude to social values ​​does not lead to their transformation into personal ones.

In the inner world of a person, needs and personal values ​​come in completely different guises. 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 ideal-images of perfect traits or desirable circumstances, which 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, and, thirdly, they are not selfish, they give an element of assessment 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 the inner world of a particular person, transform and acquire their own distinctive features.

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: at first, it is realized what is the cause of emotional displeasure, what is necessary for a person to exist at the moment, then the object that meets this need and can satisfy it (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 implementation 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 for power, the motive for 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 motive of affiliation is the motive of rejection, which manifests itself in the fear of being rejected, not accepted by personally acquaintances. The motive of power is the desire of a person to have power over other people, to dominate, control and dispose of them. Altruism is the desire of a person to disinterestedly help people, the opposite is selfishness 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 distinguish systems of motives for various types of activity. For example, in the motives of educational activity, general cognitive and specific ones can be distinguished - interest in various subjects of study.

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, which is not limited to the scope of activity. This close connection does not exclude their independence in the motivational sphere of the individual.

The process of the emergence and formation of motives usually involves the assimilation of social experience, personal individual experience, its comprehension, positive success 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 upbringing of the personality: the formation of ideological conviction, hard work; systematic effective activity; its optimal organization, timely evaluative impact; positive influence of the team, etc.

The emotional sphere influences the motivational sphere from the energetic side. The external expression of motivation, the dynamics of its course in the process of behavior and activity depends on its features. The will as the ability to control one's behavior is also permeated with motives, which are included in the volitional action as one of its most important links.

The widely used stimulation contributes to the formation of a certain motivation. A stimulus may not turn into a motive if it is not accepted by a person (or does not meet any need of a person).

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 a stimulus) the need into a motive and its awareness.

motivation personality student psychology

The motivational sphere of a person is assessed on the basis of all parameters (strength, stability, structure) used to assess both an individual motive and motivation as a whole. For a successful, highly effective human activity, certain conditions are necessary for the formation of a motivational sphere: first, the development of the motives of this activity (their multiplicity), providing a positive attitude towards it; secondly, their sufficient strength; third, sustainability; fourth, a certain structure of motivation; fifthly, their certain hierarchy.

1.4 The motivational sphere of the personality of a modern student

Determination 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 IV Bestuzhev-Lada writes: “The fact is that youth is not only and not so much an age concept, but a social and historical one. People of very different ages were attributed to this category at different times and in different strata of society.

For most young people, youth is also a student's time, when they have to withstand quite heavy loads - physical, mental, moral, strong-willed. The main goal and result of educational activity is to change the student himself, his personality, his psychological sphere.

Serious attention should be paid to the characteristics of the motives of the educational activities of students, since they directly affect the quality of professional training, the formation of the personality of a professional. Some of them: cognitive, professional, motives of creative achievement, broad social motives - the motive of personal prestige, the motive of maintaining and increasing status, the motive of self-realization, the motive of self-affirmation, material motives. An essential motivational factor for 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 a competition with himself for success, a desire to improve the results of any business for which he undertakes. It also manifests itself in involvement in achieving long-term goals, in obtaining unique, original results both in the product of the activity and in the ways of solving the problem. The need for achievement stimulates a person's search for situations in which he could feel satisfaction from achieving success. Since the learning situation contains many opportunities for achieving a higher level, it can be assumed that persons 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 (to higher student progress). 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. Students with a predominant motive for avoiding failure are characterized by increased anxiety, a non-constructive attitude towards learning (more often a defensive attitude towards learning activity is manifested). They tend to study not in order to be satisfied with academic achievement, but most likely in order to get rid of the troubles associated with failure.

Communication takes an important place. Learning activities take place in a group, among fellow students. In this regard, experts (Yu.M. Orlov, N.D. Tvorogova and others) pay attention to the importance of the affiliation motive. If obstacles are found (real or perceived) in satisfying 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-affirmation continues to develop in youth. The motives of self-affirmation (domination) are manifested in a person's desire to influence other people, to control their behavior, to be authoritative and convincing. They manifest themselves in the desire to prove the truth to others, to be a winner in an argument, to impose their views, tastes, style and fashions on others, and to solve problems. In student learning activities, this need increases satisfaction with learning, facilitates its process, and increases responsibility in relation to learning. The motive of dominance increases the effectiveness of educational activity, especially when an element of competition is introduced, as well as when it is combined with motives in achievements.

One of the adequate motives for the teaching of modern students is the cognitive need. It manifests itself in the fact that a person seeks to expand experience, knowledge, to 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 grounded picture the world. Since the student is not yet involved in solving real problems arising 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, and master the student's social status. ... Gradually, with the acquisition of professional knowledge, they more deeply comprehend the professional subtleties of their future specialty, they form a certain attitude towards their future professional activity. Cognitive need in combination with a motive for achievement has a very strong effect on improving academic performance, creates deep satisfaction with studying at a university.

The professional motive of students' learning (from choosing or changing a profession to being satisfied with self-realization in it or mastering it perfectly) 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. Shane identified eight basic career orientations (anchors).

Professional competence. This attitude is associated with the availability of abilities and talents in a particular field (scientific research, technical design, financial analysis, etc.). People with this attitude want to be masters of their craft, they are especially happy when they achieve success in the professional field, but quickly lose interest in work that does not allow them to develop their abilities. At the same time, these people are looking for recognition of their talents, which should be expressed in a status befitting their skill.

Management. In this case, the orientation of the individual towards the integration of the efforts of other people, the full responsibility for the final result and the combination of various functions of the organization are of paramount importance. The understanding of 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 towards management will believe that they have not achieved their career goals until they take a position in which they will manage various aspects of the enterprise: finance, marketing, production, development, sales.

Autonomy (independence). The primary concern for a person with this orientation is liberation from organizational rules, regulations, and constraints. The need to do everything in one's own way is clearly expressed, to decide for yourself when, on what and how much to work. Such a person does not want to obey the rules of the organization (working hours, place of work, uniform), the person is ready to give up promotion and other opportunities in order to maintain their independence.

Stability. This career orientation is driven by the need for security and stability in order for future life events to be 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 implies finding a job in an organization that provides a certain length of service, has a good reputation, cares for its retired workers and pays large pensions, and looks more reliable in its industry. A person of the second type, focused on the stability of the place of residence, associates himself with a geographic region, putting down roots in a certain place, investing savings in his home, and changes work or organization only when this is not accompanied by his disruption. Stability-oriented people may be talented and rise to high positions in the organization, but preferring a stable job and life, they will refuse the promotion if it threatens with risk and temporary inconvenience, even in the case of widespread opportunities.

Service. The main values ​​in this orientation are working with people, serving humanity, helping people, the desire to make the world a better place, etc. A person with this orientation will not work in an organization that is hostile to his goals and values, and will refuse to promote or transfer to another work if this does not allow realizing the main values ​​of life. People with such a 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. The person is focused on challenging. 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 specific field of activity or qualification. Newness, diversity and challenge are of great value to people with this orientation, and if things are too simple they get bored.

Integration of lifestyles. A person is focused on the integration of various aspects of the way of life. He does not want only family to dominate in his life, or only career, or only self-development. He wants it all to be balanced. Such a person appreciates his life as a whole - where he lives, how he improves - than a specific job, career or organization.

Entrepreneurship. A person with such a career orientation strives to create something new, he wants to overcome obstacles, is ready to take risks. He does not want to work for others, but wants to have his own brand, his business, financial wealth. Moreover, this is not always a creative person, the main thing for him is to create a business, a concept or an organization, to build it so that it would be like a continuation of himself, to put his soul into it. The entrepreneur will continue his business, even if at first he fails and he has to take 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 the person’s activity and satisfaction with his work, the desire to improve his qualifications and much more depend on how correctly it is resolved. The motives for choosing a profession are many and varied. They include an awareness of the importance of the profession. A number of motives are associated with the specific characteristics of the profession, with the content and nature of labor, its conditions and characteristics; with a desire to lead people, organize their work, work as part of a team, with remuneration, etc. Professional motivation is dynamic and changeable. This affects the attitude towards studying at the university and subsequent professional activities.

There is also such a concept as "motivational syndrome". Yu.M. Orlov was the first to use this term to denote 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, domination, which allows, by stimulating one motive, to influence the motives of other needs.

In the understanding of A.A. Verbitsky's motivational syndrome is, on the one hand, a way of understanding the motivational sphere as a system in which all motivational components are presented 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 - the 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 one lies in the severity of the leading professional and cognitive motives, respectively.

Chapter II Organization of research

1 Sampling and organization of the study

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 it will become depends 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 is becoming especially relevant in psychological science. Motivation is one of the leading factors in 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 activities of some of these students can be the reason for their failure, respectively, the improvement of the process of higher education can be directed to the motivational-oriented link of the educational activities of students.

The object of research on motivation is a social group of young people aged 18 to 23 years. The research is selective. The selection is carried out according to the criterion that all students are university students.

The research will be carried out on the basis of three psychological tests to assess motivation (Appendix No. 1 "questionnaire"):

Methodology of personality diagnostics for motivation for success T. Ehlers.

Studying the motives of students' educational activities (A.A. Rean, V.A. Yakunin).

Methodology for studying the motivation of learning at a university T.I. Ilyina.

T. Ehlers' method of personality diagnostics for motivation shows not only the student's orientation towards success, but also the level of risk (fear of failure). The stimulus material consists of 41 statements, to which the subject must be given one of 2 answers "yes" or "no". The test refers to monoscale techniques. The degree of expressiveness of motivation for success is assessed by the number of points that coincide with the key.

The methodology for studying the motives of educational activity was developed at the Department of Pedagogical Psychology of Leningrad University (modified by A. A. Rean, V. A. Yakunin). Before the respondents, there is a list of 16 reasons that encourage people to learn. It is necessary to choose five reasons that are most significant for the individual. For each student, a qualitative analysis of the leading motives of educational activities is carried out. For the entire sample, the frequency of choosing one or another motive is determined.

When creating a methodology for studying motivation for learning, the author, T.I. Ilyina, used a number of other well-known techniques. There are three scales in it: "Acquisition of knowledge" (the desire to acquire knowledge, curiosity); “Mastering a profession” (striving to acquire professional knowledge and form professionally important qualities); "Obtaining a diploma" (the desire to acquire a diploma in the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). To disguise the questionnaire, the author of the technique included a number of background statements, which are not further processed. The questionnaire consists of fifty questions, where consent is given to put down a "+" sign or for disagreement with a "-" sign. Scales are the key to testing. For answers to certain questions in each of the scales, a certain number of points is given. Thus, a result is obtained that correlates with the maximum of the scale. The predominance of motives on the first two scales testifies to the student's adequate choice of a profession and satisfaction with it.

2.2 Mathematical and statistical processing and description of research results

The study involved 114 students. The uneven distribution of people by 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 statistical package SPSS for Windows v.11 and according to special programs prepared for psychology users using Turbo-Pascal and Visual Basic languages, adapted to work with OS "Windows", supplemented by a user interface, automatic determination of table sizes, reading of parameter names and presentation of results in the form of easy-to-view tables in MS Excel format.

All aspects of students' educational work are accompanied by one or another motive. The features of the emotional climate, which are most often noted in the psychological and pedagogical literature, are necessary to create and maintain motivation for learning:

) positive emotions associated with the university as a whole and stay in it. They are the result of the skillful and well-coordinated work of the entire teaching staff, as well as the correct attitude towards learning in the family;

) positive emotions due to the smooth, good business relationships of the student with teachers and friends, the absence of conflicts with them, participation in the life of the group and institute team.

These emotions include, for example, the emotions of prestige arising in a new type of relationship between a teacher and a student that develops in the course of the use of modern teaching methods by a teacher, in the presence of their relationship as colleagues in a joint search for new knowledge.

Proceeding from this, the test of A. Rean and V. Yakunin was carried out, aimed at studying the motives of the educational activities of students.

Rice. 1. The results of studying the educational activities of students on the test 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, pass exams for "good" and "excellent". 5. Receive a scholarship on a regular basis. 6. Acquire deep and lasting knowledge. 7. Be constantly ready for the next class. 8. Do not start the study of 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 academic performance. 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 lasting knowledge - 9.3%

In general, the picture of elections is the same for students of all courses. Motives: “To become a highly qualified specialist”, “To receive a diploma”, “To ensure the success of future professional activities” 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). Freshmen have been students for less than six months, and the memories of choosing a university and entrance examinations are still fresh. Admission to a university is a serious stress for the applicant, an important role is played by the desire to justify the hopes of their parents, teachers, relatives. Now that they are students of a prestigious university, many of them understand and think about the fact that their parents put a lot of effort into paying for tutoring services or reimbursing tuition fees. Hence the desire to study successfully, to pass exams for "good" and "excellent". This motive was chosen by 9% of freshmen.

In addition to the three above-mentioned, 2nd year students have a desire to acquire deep and solid knowledge (11% of the subjects). In the third semester, specialization disciplines appear, so a large number of sophomore students think that the knowledge and skills they acquire will undoubtedly be needed in their future employment.

What matters to sophomores is the opportunity to receive scholarships on a regular basis. This motive is consistent with the previous one, because solid knowledge allows you to pass the session well. Material need becomes important because at the age of 18-19, having "their own" money gives at least some kind of autonomy from their parents.

Students of 3-5 courses also choose the opportunity to receive 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.

The 3rd and 5th year students chose the motive "Acquire deep and solid knowledge", and 4th year students - "Successfully study, pass exams for" 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 to them. For the fifth year, this motive should also be significant, however, most of the disciplines have already been passed and the overall picture, or the average grade of the diploma, is almost already formed. It is also interesting to note that the importance of the motive "Get a diploma" as a reason for encouraging to study for 5th year students is less than for students of all previous years. For graduate students, getting a diploma is already becoming an unconditional fact, so now they are thinking more about further employment and, as a result, about gaining in-depth knowledge in their specialty.

An experienced psychologist, a teacher who is able to perceive the student as a whole, always mentally compares the motivation for learning with how this student is able to learn. Carefully observing the students, a psychologist or teacher notices that interest in learning, having arisen without reliance on strong skills and abilities in educational work, fades away and, on the contrary, the successful completion of educational work due to the possession of the ability to learn is in itself a strong motivating factor. At the same time, sometimes in practice, the effectiveness of educational work, the progress of students are 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 attitudes towards learning are associated with the nature of his motivation and the state of learning activity.

There are several types of attitudes towards learning: negative, indifferent (or neutral), positive (cognitive, proactive, 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 has not been formed; educational activity is not formed; there is no ability to perform an action according to detailed instructions; there is no orientation towards finding different methods 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 for others; broad social motives of duty; understanding and primary understanding of the goals set by the teacher. Learning activity is characterized by the implementation of individual learning actions according to the model and instructions, as well as simple types of self-control and self-assessment.

Having carried out the method of studying the motivation of studying at the university by T.I. Ilyina, the average values ​​for each course were calculated and diagrams were drawn.

Interpretation:

Scale "Acquisition of knowledge". Maximum - 12.6 points.

Scale "Mastering the profession". The maximum is 10 points.

School "Getting a diploma". The maximum is 10 points.

Ilyina's test clearly testifies to 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' method of personality diagnostics for motivation for success, people moderately and strongly oriented towards success prefer an average level of risk, those who are afraid of failure prefer a small or, conversely, too high level of risk. The higher a person is motivated to succeed - to achieve a goal, the lower the willingness to take risks. At the same time, the motivation for success also affects the hope of 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 to succeed and have high expectations for it tend to avoid high risk. Those who are highly motivated to succeed and have a high willingness to take risks are less likely to get accidents than those who are highly motivated to take risks but highly motivated to avoid failure (defense). Conversely, when a person has a high motivation for avoiding failure (defense), then this interferes with the motivation for success - the achievement of the goal.

According to a study by T. Ehlers, the first course did not have low motivation for success. This may be due to the initiation of educational activities, prospects and hopes for the future, youth extremism. Also, the second and fourth also lack low motivation. The third course lacks a too high level of motivation. In the fifth year, all options for the result are present. In the third, fifth, fourth and first year, a moderately high level of motivation prevails. On the second - the average, which may be due to the "dropping out" of students after the first year.

Comparison of test results from the first to the fifth course is presented in the diagram:

Rice. 2. The results of studying the educational activities of students on the T. Ehlers test, where:

Conclusion

As a result of theoretical and practical research, based on the analysis of various theories for the study of motivation, it can be concluded that the motivational sphere is a multi-level organization with a complex structure and mechanisms of its formation. Motivation, as a sustainable personal education, is viewed from the position of focus, intentions to meet needs.

In determining the psychological conditions for the development of the motivational sphere, while understanding 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; stimulating needs, developing motives, organizing 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 the individual (speech, meaning, subjective perceptions, events, views, etc.). If psychological conditions are ways and means that affect the motivational sphere of the personality, then the means are a system of psychological influences on the student's personality. In the study of psychological conditions and means of forming the motivational sphere of the personality of a modern student, the activity, communicative and emotional-sensory conditions and means are distinguished.

The complexity of the problem of motivation leads to numerous approaches to understanding its essence, nature, structure, as well as to methods of studying it. A review of the works of domestic and foreign psychologists shows that at present, psychology has accumulated data, both for clarifying some of the initial positions, and for further, broader and in-depth study of the problems of motivation.

Motivation determines meaningful selectivity in educational 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 student's motivational sphere. To properly manage the learning process on the basis of motivation, prerequisites are needed that reveal the inclinations and interests of students, taking into account their individual and professional abilities. According to research data, testing by T. Ehlers, the method of T.I. Ilyina and testing by A.A. Reana, V.A. Yakunin, the levels of motivation for studying at the university of students of the first, third and fifth years have significant differences. For example, 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 teaching students is in third place. In the fifth year, students are dominated by the potential level of learning, and in the second place - the level of high motivation. A high level of motivation, unfortunately, still remains rare; this is undoubtedly one of the main conditions for the formation of the motivational sphere of a professional's personality. The system of personal-value motives is distinguished as activity means among first-year students, while among third-year students there is a predominance of social, professional and personal-moral motives. The specificity of the psychological activity means of students of various courses of study has been determined, in the form of an attitude, motives, orientation, an oriented gaze and pedagogical skills that determine the motivational sphere of a personality. The growth of a high and medium level of the motivational sphere of a personality, as well as a decrease and removal of a low level, has been experimentally proved. In the structure of the motivational sphere of the personality of students from the first year to the fifth, motives are determined: for success and fear of failure, acquisition of 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 for increasing the motivation of learning. This implies a set of methods and techniques of influencing a student from a teacher, which would induce students to behave in a certain way in the learning process in order to achieve the goals of the teacher (teaching), 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. It is necessary to investigate analytical thinking and abilities in the structure of the motivational sphere of the individual.

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" .- SPb .: "Peter" 2005, 432 p.

Kovalev V.I. "Motives of behavior and activity." - M .: "Science", 1988, 192 p.

Rubinshtein S. L. "Fundamentals of General Psychology" .- SPb: "Peter", 2000, 594 p.

R. Nemov “Psychology. General foundations of psychology ".- M .:" Education ", 1998, 320 p.

Leontiev A.N. "Problems of the development of the psyche." - M .: "Science", 1972, 290 p.

Gamezo M., Petrova E., Orlova L. "Age and educational psychology" - M .: "Pedagogical Society of Russia", 2003, 512 p.

Maslow A. G. "Motivation and Personality". - SPb .: "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 motivation for learning." - M .: "Phoenix", 1990, 274 p.

15. McKeland D.K. "Motivation for achievement" .- M .: "Eurasia", 1998

Yakobson P.M. "Psychological problems of motivating human behavior." - M .: "Psychology", 1969, 321 p.

Tsvetkova R.I. "The motivational sphere of the student's personality as a subjectively developing system." - Khabarovsk: "Grif UMO", 2006

Ilyin E.P. "The essence and structure of the motive." // Psychological journal. - 1995 - No. 2.

Ilyin E.P. "Motivation and motives". - SPb .: "Peter", 2000, 502 p.

Questionnaire

Faculty ……………… Course ……… Group ………

Surname ………………………… Name ……………………

Age …………

Methodology of personality diagnostics for motivation for success T. Ehlers.

Test purpose

Diagnostics of motivation to achieve success.

The stimulus material consists of 41 statements, to which the subject must be given one of 2 answers "yes" or "no". The test refers to monoscale techniques. The degree of expressiveness of motivation for success is assessed by the number of points that coincide with the key.

Test instructions

You will be asked 41 questions, to 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 cannot 100% complete the task.

When I work, it looks like I'm putting everything on the line.

When a problematic situation arises, I am often one of the last to make a decision.

When I have no business for two days in a row, I lose my peace.

On some days my progress is below average.

I am more strict with myself than with others.

I am more benevolent than others.

When I refuse a difficult assignment, I then severely judge myself, because I know that I would be successful in it.

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 work than the one I am doing.

Reputation is more stimulating to me than praise.

I know that my colleagues consider me to be an efficient person.

Obstacles make my decisions harder.

Ambition is easy for me.

When I work without inspiration, it is usually noticeable.

I do not count on the help of others to get my work done.

Sometimes I put off what I had to do now.

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 my vacation, I am usually glad to be back for work soon.

When I am inclined to work, I do it better and more skilled than others.

I find it easier and easier to communicate with people who can work hard.

When I’m not busy, I feel uncomfortable.

I have to do responsible work more often than others.

When I have to make a decision, I try to do it as best I can.

My friends sometimes think I'm lazy.

To some extent, my success 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 go wrong, I'm impatient.

I usually pay little attention to my accomplishments.

When I work with others, my work yields more results than the work of others.

Much that I undertake, I do not finish.

I envy people who are not busy with work.

I do not envy those who seek power and position.

When I am sure that I am on the right path, I go to extreme measures to prove that I am right.

1 point is awarded for answering "yes" 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 answers “no” 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 level of motivation for success.

Please underline your result.

Studying the motives of students' educational activities (A.A. Rean, V.A. Yakunin)

Test purpose

Studying the motives of students' educational activities.

Test instructions

Here is a list of reasons that motivate people to learn. Choose from this list the five reasons that matter most 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 scholarship on a regular basis.

Acquire deep and lasting knowledge.

Be constantly ready for the next class.

Do not start the study of subjects of the educational cycle.

Keep up with fellow students.

Ensure the success of future professional activities.

Fulfill pedagogical requirements.

Achieve the respect of teachers.

Be an example for fellow students.

Get the approval of parents and others.

Avoid being judged and punished for poor academic performance.

Get intellectual satisfaction.

Processing test results

For each student, a qualitative analysis of the leading motives of educational activities is carried out.

For the entire sample, the frequency of choosing one or another motive is determined.

Methodology for studying the motivation of learning at a university T.I. Ilyina

When creating this technique, the author used a number of other well-known techniques. There are three scales in it: "Acquisition of knowledge" (the desire to acquire knowledge, curiosity); “Mastering a profession” (striving to acquire professional knowledge and form professionally important qualities); "Obtaining a diploma" (the desire to acquire a diploma in the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). To disguise the questionnaire, the author of the technique included a number of background statements, which are not further processed.

Instructions: Mark your agreement with a "+" or disagreement with the following statements.

The best classroom atmosphere is free speech.

I usually work with a lot of stress.

I rarely have headaches after experiencing worries and troubles.

I am independently studying a number of subjects, in my opinion, necessary for my future profession.

Which of your inherent qualities do you value the most? Write your answer next to it.

I believe that life should be devoted to the chosen profession.

I take pleasure in dealing with difficult problems.

I don't see the point in most of the work 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 quite good, so 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 your answer next to it.

Whenever possible, I use auxiliary materials (notes, cheat sheets) for exams.

The most wonderful time of my life is my student years.

I have extremely restless and intermittent sleep.

I believe that in order to fully master the profession, all academic disciplines need to be studied equally deeply.

If possible, I would go to another university.

I usually take on 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 well after any troubles.

I am firmly convinced that my profession gives me moral satisfaction and material wealth in life.

It seems to me that my friends are capable of learning better than me.

It is very important for me to have a higher education 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 taken with a minimum of effort.

There are many universities in which I could study with no less interest.

Which of your inherent qualities prevents you from learning the most? Write your answer next to it.

I am a very enthusiastic person, but all my hobbies are somehow connected with my future profession.

Worrying about an exam or a job that isn't completed on time often keeps me awake.

A high salary after graduation is not the main thing for me.

I need to be in good spirits to support the group's overall decision.

I had to go to university in order to take the desired position in society, to avoid serving in the army.

I am teaching material to become a professional, not for an exam.

My parents are good professionals and I want to be like them.

I need to have a higher education for promotion.

Which of your qualities helps you learn? Write your answer next to it.

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.

Best of all, I do it when I am periodically stimulated, spurred on.

My choice of this university is final.

My friends have higher education and I don't want to be left behind.

To convince the group of something, I myself have to work very intensively.

I am usually in a calm and good mood.

I am attracted by the convenience, cleanliness, ease of the future profession.

Before entering the university, I had been interested in this profession for a long time, I read a lot about it.

The profession that I am getting is the most important and promising one.

My knowledge of this profession was sufficient for a confident choice.

Processing and interpretation of results

Questionnaire key

Scale "Acquisition of knowledge"

for consent ("+") with the approval of clause 4, 3.6 points are given; according to item 17 - 3.6 points; according to p. 26 - 2.4 points;

for disagreement ("-") with the statement under item 28 - 1.2 points; according to clause 42 - 1.8 points.

Maximum - 12.6 points.

Scale "Mastering a profession"

for consent under clause 9 - 1 point; according to clause 31 - 2 points; according to clause 33 - 2 points; according to clause 43 - 3 points; according to item 48 - 1 point and according to item 49 - 1 point.

The maximum is 10 points.

Scale "Getting a diploma"

for disagreement under item 11 - 3.5 points;

for consent under clause 24 - 2.5 points; according to p. 35 - 1.5 points; according to item 38 - 1.5 points and according to item 44 - 1 point.

The maximum is 10 points.

Questions on pp. 5, 13, 30, 39 are neutral to the goals of the questionnaire and are not included in the processing.

The predominance of motives on the first two scales testifies to the student's adequate choice of a profession and satisfaction with it.

Your result: "knowledge acquisition" = ……… ..

"Mastering a profession" = ………

"Getting a diploma" = …………

Thank you for participating! =))

UDC 377 (07) M. H. Krylova

BBK 74.5 Candidate of Philological Sciences

WAYS OF MOTIVATING LEARNING ACTIVITIES OF UNIVERSITY STUDENTS

Various ways of motivating purposeful and regular educational activities of university students are considered, including correct goal-setting, convincing students of the practical significance of what is being studied, individualization of learning, emotional impact, excursions into the history of the subject, activation of educational activities, development and dissemination of methods of problem-developing learning, involvement students into discussion, creating a situation of success, etc.

Key words: motivation, student, teacher, educational activity, higher educational institution, goal-setting, individualization of education.

M. N. Krylova Ph.D. in philology

METHODS OF MOTIVATION OF EDUCATIONAL ACTIVITY OF UNIVERSITY STUDENTS

Discusses various ways of motivating purposeful and regular learning activities of students of the University, including the correct definition of objectives, the belief of students on the practical significance of the study, individualization of education, emotional impact, excursions into the history of the subject, the intensification of training activities, development and dissemination of methods of problem-developing training, involvement of students in a discussion, creating a situation of success, etc.

Key words motivation, student, teacher, educational activity, higher educational institution, goal setting, individualization of education.

The effectiveness of this or that methodological technique for the formation of professional knowledge, skills and abilities, the success of the lesson is largely determined by those psychological laws that underlie the educational and cognitive activity of students. This dependence is due not just to the connection between psychology and methodology, but to their interpenetration.

The success of training is greatly influenced by various factors: motives; interests; value attitudes and needs; information processing skills; previously acquired knowledge, skills and abilities (training base); general education level. Motives and interests are the most important of these factors.

The problem of motivation for learning activity is traditional for educational psychology. The study of its role, content, types of motives, their development and purposeful formation were studied in different years.

D. B. Elkonin, V. V. Davydov, L. I. Bozhovich, A. K. Markova,

MV Matyukhina and other scientists. The development of issues related to the motivation of learning was carried out mainly in relation to students of school age, primarily primary school students. The issues of student motivation have been developed by scientists to a lesser extent.

At the same time, the problem of motivating the educational activities of university students is especially relevant today, since young people of this age (17-22 years old) are currently the most apathetic part of society. University teachers are constantly faced with the lack of regular and purposeful learning activities of students and the need to motivate them.

Motivation is the understanding of the learner's goals and expected learning outcomes. The learner, if properly motivated, should have a desire to learn, feel the need to learn or be aware of the need for it. According to V.G. Aseev, motivation is a state of personality that determines the degree of activity and direction of a person's actions in a particular situation. The motive acts as an excuse, a reason, an objective need to do something, an incentive to any action.

A university teacher can and should try to influence students, increasing their motivation.

In this article, we examined the ways to motivate learning, focusing on the possibility of their application in an educational institution of HPE. Summarizing a number of scientific and methodological sources, we present the most complete list of ways to motivate learning on the part of the teacher.

1. Correct goal setting. Great role in creating motivation

play the goals of the lesson. A. K. Markova writes: "The setting of promising goals and the subordination of behavior to them gives the personality a certain moral stability." The goal should indicate its achievement; the teacher should have ways and techniques to check whether the goal of the lesson has been achieved. The general goals of the lesson should be detailed with micro goals, that is, the tasks of the stages of the lesson. It is necessary to design long-term goals, calculated for the entire period of study of the course (the goal of the course is realized through the system of lessons).

It is necessary to ensure that students understand and accept the goal as their own, meaningful for themselves, for their spiritual, intellectual development and personal development.

The goal should be weighed against the capabilities of the students. At the same time, when designing a lesson, the teacher must be internally ready to make operational decisions and make the necessary changes to the structure of the lesson.

2. Convincing students of the practical necessity of the studied.

Practical tasks contribute to the activation of thought, convince students of the need for the acquired knowledge. This is especially important as a way of motivation when applying practical teaching methods. The teacher at each practical and laboratory lesson should focus on those components of the content of the educational material that will be necessary for students in their further practical activities, in industrial practice, and so on.

3. Individualization of training, in the implementation of which, it is important to proceed from the principles:

The learning process should not lead to leveling, that is, equalization of students' knowledge, but to a gradual increase in their individual differences;

The teacher must show the student that active mastery of the methods of educational activity, the methods of goal-setting contributes to the development of his individuality.

When working with the individual characteristics of student motivation, it is very important to proceed from the following fundamental position: a well-organized learning process should not lead to a leveling of the individual characteristics of students, but to an increase in their individual differences, to the flourishing of the individuality of each student.

4. Emotional impact - impact on feelings: surprise, doubt, pride, patriotism, etc., creating a situation of entertainment. MN Skatkin believes that “the role of emotions as an important aspect of the motivational sphere of learning is underestimated. In the educational process, there is often little food for positive emotions, and sometimes even negative emotions are created - boredom, fear, etc. " ... Of course, to maintain the motivation for learning, first of all, positive emotions are needed:

Associated with the educational institution as a whole, staying in it;

Determined by relationships with teachers, other students;

Associated with the student's awareness of their great capabilities and abilities;

From acquiring new knowledge (curiosity, curiosity);

From independent acquisition of knowledge, from mastering new methods of acquiring knowledge.

All of the above emotions create an atmosphere of emotional comfort. According to A. A. Bodalev, the emotional well-being of a student essentially depends on the teacher's demeanor, on the style of his relationship with students.

Emotions do not develop by themselves, but closely depend on the characteristics of a person's activity and his motivation. The specificity of emotions, noted the prominent Soviet psychologist A.N. Leontiev, is that they reflect the relationship between motives and the possibility of success in the implementation of these motives. Emotions arise in a person when a motive is actualized and often before a person's rational assessment of his activities. Thus, emotions have a significant impact on the course of any activity, including educational. The regulating role of emotions increases if they not only accompany this or that activity (for example, the learning process) ”, but also precede it, anticipate it, which prepares a person for inclusion in this activity. Thus, emotions themselves depend on the activity and exert their influence on it.

5. Excursions into the history of the subject will create for students a holistic idea of ​​the discipline being studied, and will cause special interest. The history of each science is very informative and interesting, you can always find in it facts that will attract and surprise students. Students can be invited to complete essays and presentations, using illustrations. In turn, at each practical or laboratory lesson, the teacher should present brief historical information about the topic of the lesson.

6. The activation of the educational activity of students in the classroom can be carried out by various methods and ways. The student's activity at the subsequent stages of the lesson largely depends on how his activities are organized at the beginning of the lesson, on how the teacher is able to capture his attention from the very first words, to captivate the topic.

Among the various means of enhancing the cognitive activity of students in the classroom, an important place is occupied by the questions and tasks of the teacher. This is one of the most effective and common means of encouraging students to active mental work. It is also important to use heuristic tasks, technical teaching aids, etc.

7. Development and dissemination of methods of problem-developing education, including the creation of problem situations and a collective search for their solution. According to A. K. Markova, “problem-based learning is accompanied by situations of free choice of tasks, an atmosphere of discussion, which increases the motivation of the prestige of training, the motivation of striving for competence”.

Problematic questions are questions that will require analysis, comparison, comparison, explanation of heterogeneous information and, accordingly, a deeper understanding of the material and interest in it.

American psychologist A. King has come up with a series of general questions that can be applied in a variety of educational situations: What happens if ...? Give an example ... What are the strengths and weaknesses ...? What does it look like ...? What do we already know about.? How. can be used for.? How are ... and.? How does ... affect ...? Which ... is the best and why?

When such questions form the basis of the educational process, the student comes to understand the true purpose of teaching - to learn to think, to apply knowledge in practice, to navigate in life situations.

At the same time, one should abandon all kinds of comments about incorrect versions of students when answering problematic questions. Criticism casts doubt on the student's competence and forces him to stop efforts in this direction. Negative comments do real harm to both motivation and the development of thinking. It must be repeated that everyone has the right to make mistakes. Sometimes it is useful to talk about their own mistakes during the period of study, and students will see that they are not on opposite sides of the barricades with the teacher, they have a lot in common.

8. Encouragement of questions from students and obligatory answers to them. It is important to encourage students to ask questions: "You asked a good question, so you are thinking, following the train of thought." Especially should be praised for good questions, reflecting the desire to think, learn more.

9. Involvement of students in the discussion of the studied material. Learning is most effective when a student learns the material by interacting with other learners. The most important part of any discussion in the classroom is the involvement of students in the research process, so that they discover something new for themselves, with their own mind, as a result of discussion, dialogue with each other and the teacher.

Conditions for engaging in the discussion:

Positive climate in the group (respectful attitude of students to each other);

Democratic norms of discussion, prohibition of offensive attacks;

Preparing students for discussion - studying information on the topic under discussion, giving time to form questions and points of view ("rehearsal of reflections");

Organization of discussion in both large and small groups; - training in the skills of inviting to discussion;

Preventing Dominance in Discussion;

Providing sufficient time for discussion; -Discussion of the discussion after its end.

10. Stimulating new achievements, striving to perform work faster and better, to obtain a higher level of professional qualifications. The ways of such stimulation can be praise and censure, building prospects for future activity, its success or failure. In order to strive for something new (new knowledge, skills, skills), the student must be satisfied with the existing: position in the team, assessment, praise of the teacher, and so on.

11. Objectivity, transparency and perspective of control and evaluation. Evaluation is motivating, but not always. Assessment motivates when a student:

I am confident in her objectivity;

Perceives it as useful for himself;

Knows what needs to be done in order to achieve higher performance;

I am sure that he will be helped in this achievement;

I am sure that there are conditions for achieving high results.

12. Maintaining students' faith in the success of learning - "methodology

success ". The desire to learn arises when everything or almost everything works out. The student's personal interest in acquiring knowledge appears. V. A. Sukhomlinsky wrote: “Success in learning -

the only source of internal strength, giving rise to energy to overcome difficulties, the desire to learn. " The situation of success in educational activities is a set of optimal techniques that contributes to the inclusion of each student in active educational activities at the level of his potential capabilities and develops these capabilities, influencing the emotional-volitional and intellectual sphere of the personality

student.

13. Inclusion of students in independent work, expansion of forms of independent work.

The teacher's guidance of the forms of independent educational work of students can be carried out in the classroom, in optional work, at special meetings dedicated to the topic "Learning to learn". It is necessary to use as many forms of creative independent work as possible: work on task cards; systematization of the studied material by means of independent drawing up of diagrams and tables; analysis of documentation; finding the necessary data in reference books, tables of standards and other sources; collective independent work, for example, creating a training project; work in scientific societies, circles, seminars; participation in scientific and scientific-practical conferences, seminars, congresses, etc. When working with a text (the most common form of independent work), creative tasks should be given: not just read and retell it

Highlight the main thoughts, substantiate something, communicate, characterize, define, explain, dismember, comment, outline, write out, compare, draw up a plan, theses, a summary, draw a conclusion, and so on.

14. Work on the upbringing of self-education techniques.

Self-educational activity of students is a cognitive activity, which the student guides himself, carries it out in accordance with his tasks, motives and goals. Self-educational activity has different levels: it can "accompany" learning, it can be present in the form of individual episodic forms of self-education, and, finally, it can turn into a special expanded student's activity in self-education and self-education. All these levels need teacher guidance.

15. Verbal encouragement. In the formation of motives for learning, a significant role is played by verbal encouragements, assessments that characterize the student's educational activity. For example, the assessment of knowledge during a seminar informs the student about the state of his knowledge, about success or failure in a given situation, which in one form or another is an incentive to action or to knowledge and in this sense has a kind of stimulating power. All researchers come to the conclusion that these influences should be used very carefully, subtly, taking into account the age and individual characteristics of students, since they affect not only the situational motives of educational activity, but also

long-term use also form students' self-esteem and a number of other personality traits.

16. Creation of a favorable learning climate. Under a favorable psychological climate it is customary to understand the emotional and psychological mood of the team, in which the emotional level reflects the personal and business relationships of the team members, determined by their value orientations, moral norms and interests. The psychological climate in the educational team, first of all, manifests itself in the general emotionally rich attitudes of students to what is happening; in the activity of students, their conscious attitude to the educational process, in friendly relations with peers and adults.

Concluding the review of ways of forming positive motivation for students in students, it is also necessary to name what most of all prevents the teacher from creating a healthy motivational sphere in the classroom:

Inability to maintain discipline in the lesson, as a result of which the goal of the lesson cannot be achieved.

Inability to organize activities, creativity of students in class.

Failure to create an environment and opportunity for the success of each learner.

Lack of personal extra-curricular interests and skills that may be meaningful to students.

Pedagogical and psychological errors in communicating with students, which reduce the teacher's authority.

Intemperance, aggressiveness, loudness as a manifestation of a lack of professionalism.

So, high motivation of students in the process of learning will be the basis for their successful learning. The university teacher is obliged to provide for the introduction into teaching practice of a variety of ways to motivate learning. The variety of forms, the caring attitude of the teacher, the creation of a special motivational environment by him in the learning process can change the general situation and form in the student a stable motivation for purposeful and regular educational work.

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Krylova Maria Nikolaevna (Russian Federation, Zelenograd) - Candidate of Philology, Associate Professor of the Department of Professional Pedagogy and Foreign Languages. Azov-Black Sea State Agroengineering Academy. Email: [email protected]

Information about the author

Krylova Mariia Nikolaevna (Russian Federation, Zelenograd) - Ph.D. in philology, associate professor of the chair of vocational pedagogy and foreign languages. The Azovo-Chernomorskaia state agroengineering academy. Email: [email protected]