Motivation of educational activity of students. Motivation as the main psychological condition for university student education Motivation for university education myths and reality

10.07.202327.05.2017

(T. I. Ilyina)

The purpose of the methodology is to identify the prevailing motives for studying at a university.

When creating this technique, the author used a number of other well-known techniques. It has three scales: “acquisition of knowledge” (desire to acquire knowledge, curiosity); “mastery of a profession” (the desire to acquire professional knowledge and form professionally important qualities); “obtaining a diploma” (the desire to acquire a diploma with the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). In the masking questionnaire, the author of the methodology included a number of background statements that are not further processed. A number of formulations have been corrected by the author of the book without changing their meaning.

Instruction.

Mark your agreement with a "+" sign or disagreement with a "-" sign with the following statements.

Questionnaire text.

1. The best atmosphere in the classroom is the atmosphere of free speech.

2. I usually work under a lot of stress.

3. I rarely have headaches after experiencing worries and troubles.

4. I independently study a number of subjects that, in my opinion, are necessary for my future profession.

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

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

7. I enjoy the discussion of difficult problems in class.

8. I do not see the point in most of the work that we do at the university.

9. Telling my friends about my future profession gives me great satisfaction.

10. I am a very average student, I will never be completely good, and therefore there is no point in making an effort to become better.

11. I believe that in our time it is not necessary to have a higher education.

12. I firmly believe in the correct choice of profession.

13. Which of your inherent qualities would you like to get rid of? Write the answer next.

14. Whenever possible, I use ancillary materials for exams (notes, cheat sheets, notes, formulas).

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

16. I have extremely restless and interrupted sleep.

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

18. If possible, I would enter another university.

19. I usually take on the easier tasks first and leave the harder ones for the end.

20. It was difficult for me to choose one of them when choosing a profession.

21. I can sleep peacefully after any trouble.

22. I am firmly convinced that my profession will give me moral satisfaction and material prosperity in life.

23. It seems to me that my friends are able to study better than me.

24. It is very important for me to have a diploma of higher education.

25. For some practical reasons, this is the most convenient university for me.

26. I have enough willpower to study without being reminded by the administration.

27. Life for me is almost always associated with extraordinary stress.

28. Exams should be passed with a minimum of effort.

29. There are many universities where I could study with no less interest.

30. Which of your inherent qualities hinders learning the most? Write the answer next.

31. I am a very addicted person, but all my hobbies are somehow related to my future work.

32. Worrying about an exam or work that is not done on time often prevents me from sleeping.

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

34. I need to be in a good mood to support the overall decision of the group.

35. I was forced to enter a university in order to take the desired position in society, to avoid military service.

36. I study material to become a professional, not for an exam.

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

38. For promotion, I need to have a higher education.

39. Which of your qualities helps you learn? Write the answer next.

40. It is very difficult for me to force myself to study properly disciplines that are not directly related to my future specialty.

41. I am very worried about possible failures.

42. The best thing I do is when I am periodically stimulated, spurred on.

43. My choice of this university is final.

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

45. To convince a group of anything, I have to work very hard myself.

46. I usually have an even and good mood.

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

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

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

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

Processing of results. Key to the questionnaire.

	For consent ("+") with approval affixed	For disagreement ("-") with approval affixed	Maximum
"Acquisition	according to item 4 - 3.6 points; according to item 17 - 3.6 points; according to item 26 - 2.4 points;	according to item 28 - 1.2 points; according to item 42 - 1.8 points.
"Mastering profession"	according to item 9 - 1 point; according to item 31 - 2 points; according to paragraph 33 - 2 points, according to item 43 - 3 points; according to item 48 - 1 point; according to item 49 - 1 point.		10 points
"Getting diploma"	according to item 24 - 2.5 points; according to paragraph 35 - 1.5 points; according to item 38 - 1.5 points; according to item 44 - 1 point;	according to item 11 - 3.5 points.	10 points

P.p. questions 5, 13, 30, 39 are neutral to the objectives of the questionnaire and are not included in the processing.

Conclusions.

The predominance of motives on the first two scales indicates an adequate choice of a profession by a student and satisfaction with it.

APPENDIX 14

The article gives the concept of motivation, motives, considers the process of motivating students to study, presents the mistakes made by teachers in the process of motivating students, determines the role of motivation in the preparation of bachelors in the context of the Federal State Educational Standard of Higher Professional Education, considers stimulating reasons that encourage students to be active. An important component in this is the orientation of students to rhythmic work during the semester, as well as to activities in the applied field. The article presents one of the incentives, such as assessing students' knowledge using a point-rating system, discusses the experience of forming project teams in terms of the ability to adapt to changing conditions, the ability to work in a team, listen to the opinion of their colleagues, work independently with information, have the ability to make and implement decisions in practice.

motives

rhythm

motivating reasons

motivation

1. Balashov A.P. Management Theory: Proc. allowance. - M.: Vuzovsky textbook: INFRA-M, 2014. - 352 p.

2. Podlasy I. P. Pedagogy: 100 questions - 100 answers: textbook. A manual for university students / I. P. Podlasy. – M.: Ed. VLADOS PRESS, 2006.

3. Samoukina N.V. Effective staff motivation at minimal cost. – M.: Vershina, 2008. – 224 p.

4. Starodubtseva V.K., Reshedko L.V. The form of assessing the current progress of students using a point-rating system // Siberian Financial School. - 2013. - No. 4. - P. 145-149.

5. Starodubtseva O.A. Interfaculty project within the framework of the discipline "Innovation Management" - 2nd International Scientific and Practical Conference "Information and Communication Technologies in the Innovation Activities of Students" (Novosibirsk, March 18-19, 2010, Siberian University of Consumer Cooperation) - Novosibirsk: SUPC, 2010. - S. 122-126.

Motivation is an internal energy that includes a person's activity in life and at work. It is based on motives, which mean specific motives, incentives that make a person act and perform actions. If we talk about the motivation of students, then it is the processes, methods and means of inducing them to cognitive activity, active development of the content of education. Emotions and aspirations, interests and needs, ideals and attitudes can act as motives in a bunch. Therefore, motives are complex dynamic systems in which choice and decision making, analysis and evaluation of choice are carried out. Motivation for students is the most effective way to improve the learning process. Motives are the driving forces of the process of learning and assimilation of the material. Motivation for learning is a rather difficult and ambiguous process of changing the attitude of an individual, both to a separate subject of study, and to the entire educational process. Motivation is the main driving force in human behavior and activity, including in the process of forming a future professional. Therefore, the issue of incentives and motives for the educational and professional activities of students becomes especially important.

Motives represent one of the mobile systems that can be influenced. Even if the choice of the future profession by the student was not made completely independently and insufficiently consciously, then by purposefully forming a stable system of motives for activity, it is possible to help the future specialist in professional adaptation and professional development. A thorough study of the motives for choosing a future profession will provide an opportunity to correct the motives of learning and influence the professional development of students. The effectiveness of the educational process is directly related to how high the motivation and the high incentive to master the future profession. The educational process is classified as a complex activity, there are many motives for learning, and they can not only manifest themselves separately in each person, but also merge into a single one, forming complex motivational systems.

The changes taking place in various spheres of human activity put forward more and more new requirements for the organization and quality of vocational education. A modern graduate of a higher educational institution should not only possess special knowledge, skills and abilities, but also feel the need for achievements and success; know that he will be in demand in the labor market. Therefore, students, in my opinion, need to instill an interest in the accumulation of knowledge, independent activity and continuous self-education. To achieve these goals, they must be motivated to learn. In this article, the subject is the motivation of students. The research base is students of the Novosibirsk State Technical University.

However, in the learning process, both students and teachers, unfortunately, make mistakes.

Consider the mistakes made by teachers in the process of motivating students:

The first mistake is "Bare Knowledge". Teachers try to give the maximum possible amount of "naked" knowledge, often without justifying their need. However, the student needs to be explained how this knowledge will be useful to him in the future, otherwise the student, for obvious reasons, loses interest in the subject of study. A student comes to an educational institution not only for knowledge, but also to become a good worker. The teacher must be able to prove to students that his subject will really be useful to students in their future activities.

The second mistake is the lack of a student-teacher connection.

If there is no contact between the student and the teacher, then there is no need to talk about any motivation. It is very important for a student to have a teacher as his mentor.

The third mistake is the lack of respect for students.

This is the sin of those who consider their students to be lazy, although often the student simply cannot understand the subject.

There is the following classification of students' learning motivation:

Cognitive motives (acquiring new knowledge and becoming more erudite);

Broad social motives (expressed in the desire of the individual to assert himself in society, to assert his social status through teaching);

Pragmatic motives (to receive worthy remuneration for their work);

Professional value motives (expansion of opportunities to get a promising and interesting job);

Aesthetic motives (enjoying learning, revealing one's hidden abilities and talents);

Status-positional motives (the desire to establish itself in society through teaching or social activities, to gain recognition from others, to occupy a certain position);

Communication motives; (expanding the circle of contacts by increasing their intellectual level and making new acquaintances);

Traditional-historical motives (stereotypes that arose in society and strengthened over time);

Utilitarian-practical motives (desire for self-education);

Educational and cognitive motives (orientation to methods of obtaining knowledge, assimilation of specific educational subjects)

Motives of social and personal prestige (orientation to a certain position in society);

Unconscious motives (obtaining education not of one's own free will, but by the influence of someone, based on a complete misunderstanding of the meaning of the information received and a complete lack of interest in the cognitive process).

Note that in the system of educational motives, external and internal motives are intertwined. Internal motives include such as one's own development in the process of learning; it is necessary that the trainee himself wants to do something and does it, because the true source of a person is in himself. External motives come from parents, teachers, the group in which the student is studying, the environment or society, i.e., this is learning as a forced behavior and often encounters internal resistance from students. And therefore, decisive importance should be given not to external pressure, but to internal motive forces.

How to increase the motivation of students? Let's consider some ways to increase the motivation of students of higher educational institutions.

First, the student needs to explain how the knowledge gained at the university will be useful to him in the future. A student comes to an educational institution in order to become a good specialist in his field. Therefore, the teacher must be able to prove to students that his subject will really be useful in his future activities.

Secondly, the student must not only be interested in the subject, but also open up opportunities for the practical use of knowledge for him.

Thirdly, it is very important for the student that the teacher be his mentor, so that he can be contacted for help during the educational process, to discuss issues of concern to him.

Showing respect for students. Whatever the student, he in any case requires an appropriate attitude.

These motives can merge to form a common motivation for learning.

The reasons that stimulate a person and encourage him to be active, in this case, to study, can be very different.

In order for a student to really get involved in the work, it is necessary that the tasks that are set for him in the course of educational activities are not only understandable, but also internally accepted by him, i.e. to make them meaningful to the student. Since the true source of a person's motivation is in himself, it is necessary that he himself wants to do something and does it. Therefore, the main motive of the teaching is the inner motive power.

One of such incentives, in our opinion, can be a point-rating system (BRS) for assessing students' knowledge. This system, as one of the modern technologies, is used in the management of the quality of educational services and is the main tool for assessing the work of a student in the process of educational, industrial, scientific, extracurricular activities and determining the rating of a graduate at the exit. What gives BRS?

First, the objectivity of the assessment of student achievements in studies is increased. As you know, objectivity - the main requirement for evaluation - is not implemented very well in the traditional system. In the point-rating system, the exam ceases to be the “last sentence”, because it will only add points to those scored during the semester.

Secondly, the point-rating system allows you to more accurately assess the quality of study. Everyone knows that the three of three are different, as the teachers say, “we write three, two in the mind.” And in the point-rating system, you can immediately see who is worth what. For example, such a case is possible: for all current and milestone control points, the highest scores were obtained, and for the exam (everything happens) - the average. In this case, according to the total score, you can still get a score that allows you to put a well-deserved five in your grade book (according to the traditional rating scale).

Thirdly, this system removes the problem of "session stress", since if at the end of the course the student receives a significant amount of points, he can be exempted from passing the exam or credit.

As an example, from the point of view of motivation, let's consider the rules for attesting students when doing term paper (KR) in the academic discipline "Fundamentals of Management Theory". Its performance is estimated in the range from 50 to 100 points. The course work consists of two chapters. The deadline (week) for submitting a term paper for verification is determined in accordance with the lesson plan. Table 1 presents a scale for assessing the rhythm of the course work by students during the semester.

Table 1

Evaluation of rhythm

Stage of implementation of the CD

Maksim. score

Work plan. introduction

First chapter

Second chapter

CR Protection

The student will want and will study on his own only when this activity is interesting and attractive to him. He needs motives for cognitive activity. Students of higher educational institutions learn much more about their chosen profession during the internship, laboratory and practical work. They see an incentive, motivation for further theoretical training, realizing that they can apply the knowledge gained in practice. The impetus for this can be, for example, project teams formed to implement a project.

Namely, a modern specialist must be able to adapt to changing conditions, be able to work in a team, navigate the labor market; change the profile of activity depending on the development strategy of the enterprise, technology, independently work with information, have the ability to make and implement decisions. So, for example, the experience of teaching the discipline "Innovation Management" at the Novosibirsk State Technical University (NSTU) for over 18 years and the experience of conducting the interdisciplinary course "Innovation Management", in which the final result was an interdisciplinary innovative project with the participation of undergraduates of various profiles from several faculties, made it possible to identify certain positive and negative aspects of the implementation of such a project. In order to prepare specialists for innovation activities, in 2009 the University introduced an educational program on innovation management, which contributes to the formation of innovative thinking among future specialists and special training in the creation, development, implementation and transfer of equipment and technologies, deepening the acquired knowledge in the field of professional activity development of creative abilities and the ability to work in a team.

For the development of innovative projects were created multifunctional groups, each of which included undergraduates of various specialties. In addition to the general management of projects, consultants from the departments involved in the projects were assigned to each project. Such work on projects allows finding non-standard creative solutions at the early stages of the innovation process; correct errors associated with development, help accelerate the creation of a product (technology) through parallel implementation.

Thus, the content of student training, focused on the formation of systemic knowledge, contributes to the mastery of future specialists with a system of theoretical knowledge and practical skills that will allow them to adapt to changing conditions, make and implement decisions in practice.

Reviewers:

Karpovich A.I., Doctor of Economics, Professor of the Department of Economic Theory, Novosibirsk State Technical University, Novosibirsk.

Shaburova A.V., Doctor of Economics, Professor, Director of IO and OT of the Siberian State Geodetic Academy, Novosibirsk.

Bibliographic link

Starodubtseva V.K. MOTIVATION OF STUDENTS TO LEARNING // Modern problems of science and education. - 2014. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=15617 (date of access: 01/04/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Psychology /5

Psychological and educational problems of personality development in modern conditions

assistant Kataeva V.Yu.

Donetsk Academy of Automobile Transport

THE PROBLEM OF MOTIVATION OF LEARNING AT THE UNIVERSITY

In general, the problem of motivation is one of the fundamental problems of psychology. Its complexity and polyaspect determine the variety of approaches to its study, which, in turn, provide a variety of methods for studying this problem, contribute to a deep and comprehensive consideration of the essence, nature, structure of motivation in its inseparable connection with goal setting and human activity. The classification of motives is widely known in the context of a general systemic understanding of the motivational sphere of a person. There are various grounds for distinguishing the types of motivation of human activity. For example, the motive of an act can be considered depending on:

From the nature of participation in activities;

From the time (length) of the conditioning of activity;

From social significance;

From the factor of involvement in the activity itself or being outside of it;

Motives for a certain type of activity, for example, educational.

At the present stage of the development of society, the study of the problem of motivation for the educational activities of the younger generation, both schoolchildren and students, in the context of endless educational, social, political reforms, with the change and multi-vector transformation of the spiritual and moral guidelines of society, seems to us not only relevant, useful, but extremely necessary in order to ensure an understanding of the essence of psychological, social, cultural, historical and political processes, phenomena occurring in modern society in the present and future, as well as in order to outline and define strategic tasks in the modern system of education and upbringing.

Considering the problems of motivation of educational activity, it is necessary to emphasize once again that the concept of "motive" is inextricably linked with the concepts of "goal", "need", "necessity", "desires", "aspirations". In the life of a person, these concepts constantly interact and are inextricably linked, they are called the “motivational sphere”.

Learning motivation is defined as a particular type of motivation included in a certain activity, in this case, educational activity. Like any other type, learning motivation is determined by a number of specific features that are characteristic of educational learning activities: firstly, it is determined by the educational system itself, the type, profile, and originality of the educational institution, and secondly, by the organization of the educational process, its priorities; thirdly, the subjective characteristics of the teacher, and above all, the system, his relationship to the student, to the case, as well as the specifics of the educational process, its place in the curriculum. Learning motivation, like any other type of motivation, is systemic. Its main characteristic features are: orientation, stability and dynamism.

According to A.K. Markova, the motivation for learning is made up of a series of motives that are constantly changing and entering into new relationships with each other. Therefore, the formation of motivation is not a simple increase in a positive or aggravation of a negative attitude towards a student, but 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. Emphasizes A.K. Markov and the hierarchy of the structure of this sphere, considering it in relation to teaching. So, it includes: the need for learning, the meaning of teaching, emotions, attitude and interest.

When studying and analyzing the motivation of educational activity, the main thing is not only to be able to determine the dominant motive (motivator), but one should also take into account the structure of the entire motivational sphere of a person. In this case, motives can be divided into two broad categories. Some of them are related to the content of the educational activity itself and the process of its implementation; others - with a broader relationship of man with the outside world. The former include cognitive interests, the need for intellectual activity and the acquisition of new skills and knowledge; in their assessment and approval, with the desire to take a certain place in the system of accessible social relations;

In turn, V. Apelt singled out the following motives for teaching: social, cognitive, communicative and self-regulation motives.

V.A. Yakunin, N.V. Nesterova rightly believe that the formation of a future specialist as a highly qualified one is possible only with a formed motivational-value attitude in the process of his professional training. N.V. Nesterov, analyzing the psychological features of the development of educational and cognitive activity of students into three stages:

I stage (1st year) is characterized by high level indicators of professional and educational motives that control learning activities, however, they are idealized, because. due to the understanding of their social meaning, and not personal;

II stage (2nd, 3rd course) is characterized by a general decrease in the intensity of all motivational components: cognitive and professional motives cease to control learning activities;

III stage (4, 5 course) is characterized by the fact that the degree of consciousness and integration of various forms of learning motives increases.

A lot of interesting research has been devoted to the problems of motivation. Through the efforts of domestic and foreign psychologists, a theoretical basis has been created for the development of this trend, which is relevant and in demand at all times, both in psychology and in pedagogy. In the coming century, the age of super, nanotechnologies, the education system is designed to form a new tapa man. A lot is said about this. Together with the latest achievements of science and technology, modern society today also faces many psychological and humanitarian problems previously unknown to man. At the end of the past XX century, the issues of humanization and humanitarization of education and society as a whole sounded extremely topical. However, the situation has changed in recent years. The modern type of mosaic culture is rapidly forming a new type of society - a consumer type of person - a user, a "user". In order to be successful today, it may seem to someone that it is not at all necessary to have a holistic worldview and a system of spiritual value orientations. True, at a certain stage of the life path, a person begins to understand that this is an illusion, but often such an understanding comes too late, and the subject’s next step may be deviant behavior, or a long depression sets in, the exit from which can be the most unpredictable, because it is caused by many different not only psychological but also social factors.

One of the topical social problems at the present time, no matter how paradoxical it sounds, is the devaluation of spiritual ideals and the unwillingness of young people to study in order to acquire deep systemic knowledge (loss of goal-setting and spiritual and value orientations). Often there is no goal when choosing a future profession. Yes, and career guidance in schools today is often very difficult, due to socio-political reasons.

For a potential student, the consumer attitude often turns out to be dominant: to get a diploma of higher education, and over time, the career prospect will somehow be determined. Among university students today there are many young people who do not have a clear goal, do not strive to study and have little understanding of the specifics of the profession that they or their parents have chosen. Such students not only, as a result, experience certain problems in the learning process, but also create certain difficulties for those who can and want to learn, but due to circumstances are forced to acquire knowledge in the same classroom with random members of the student team.

In order to study the problem of learning motivation, we conducted a study among students I and IV courses of one of the private technical universities. Donetsk. At the same time, we used the technique of T.I. Ilina "Motivation for studying at a university". This method contains three scales:

I – acquisition of knowledge;

II - mastery of a profession;

III - obtaining a diploma of higher education.

As a result of a study conducted among students, we obtained coefficient indicators from statistical data indicating the devaluation of higher education (not knowledge, not the level of education, but a document is valuable). The motivation for entering a university among the respondents was:

Ease (from their point of view) of entering a university in the presence of funds;

For young men - unwillingness to serve in the army (the ability to delay or avoid by attaching to a military department);

The need for time for self-determination.

So, 41% of the students surveyed are oriented toward mastering a profession; 59% are young people who did not have the goal of getting a higher education in a particular specialty when entering a university; they find no point in working in the professional field chosen by them (or their parents).

Based on the results of the study, we were able to come to certain conclusions. The motivational picture is clearly reflected in the materials of the study of the issue of motivation in the educational activities of today's students. In the first place is the desire to assert oneself in the status of a student, then there is a cognitive interest, and in the last place is a professional and practical motive.

The need to increase motivation in the educational activities of today's students is one of the most pressing problems of modern education. This problem is caused by various social reasons: this is the break of tradition in domestic pedagogy; and the result of the acceleration process (the physical maturation of a person has accelerated; a significant gap (8-10 years) has formed between physical development and social maturity); and a change in priorities in the education system itself: the growing volume of information leads modern society to a reduction in the education of the humanitarian component in order to increase practical applied knowledge and master new scientific disciplines and discoveries. But the concern for the morality of society (without morality, society cannot exist!) About the upbringing, education of a full-fledged personality directs us today to the need to solve the acute problem of the dehumanization of education, which entails the degradation of a person and society as a whole. The humanitarian component in the system of modern education needs to be reviewed and improved. One of the ways is to increase the duration of education, although there is also a significant danger in the increase in the duration of education: young people enter social maturity more and more later, i.e. acquire the necessary skills for full adaptation in society. Only with the help of the mutual efforts of pedagogical, social workers, families and psychologists is it possible to find a comprehensive solution to the problem that has arisen. The answer to the question “how to interest, force, teach young people to learn today” is not as simple as it might seem at first glance. But you cannot be educated without a system of worldview, worldview, value orientations, ideals, without the need and purpose of their formation .

The adaptation period when changing activities in the life of modern youth is more complex and longer than in the life of previous generations. This, as we noted above, is due to many factors and phenomena - historical, social, psychological. In order to form goal-setting, stable positive motivation for learning and other activities among the modern young generation, it is not only expedient, but necessary to organize a psychological service for high school students, as well as in each university, the work of which would contribute to better and timely entry into adult education. life, would prepare for new conditions of life, would teach young people to intelligently overcome psycho-emotional, intellectual and physiological overload. We believe that youth public organizations can play an important role in this process (they cannot be left without the attention of representatives of the older generation today), and representatives of social services, social workers (this direction today, in our opinion, requires the development and diversity of new forms, the actualization of already past testing methods of working with youth).

The motivational sphere of a person is one of the most important factors that determine the internal state and external behavior of a person, his position in society and the level of development of not only an individual, but also society.

Literature

1. Gurova R.G. Modern youth: social values and moral guidelines// Pedagogy.2000.№10. pp.32-38.

2. Dyachenko M.I., Psychology of higher education. Mn.: 2006. - 416s.

3. Markova A.K. Psychology of professionalism. M., 1996.

4. Yakobson P.M. Psychological problems of human behavior motivation. M., 1969.

5. Yakunin V.A. Psychology of educational activity of the student. M., 1993.

Any educational work to order

Essay

Motivation in the learning process, ways of motivation for learning (abstract, term paper, diploma, control)

Federal Agency for Education State Educational Institution of Higher Professional Education G. V. PLEKHANOV RUSSIAN ACADEMY OF ECONOMY

ESSE

On the topic of: « Motivation in process learning, ways of motivation for learning»

Scientific adviser:

Seyfulaeva M.E., Doctor of Economics, prof.

Moscow, 2011

The motivation of students plays an important role in the organization of the modern educational process. Motivation of students is one of the most difficult pedagogical problems of the present. Motivational processes in student learning can and should be managed: create conditions for the development of internal motives, stimulate students.

During the huge amount of information provided by a source such as media, the Internet, social networks, it is very difficult to motivate a student to study, systematic work, motivation to look for new information and use them effectively in the learning process and life. How should a student be motivated so that his education would bring the desired effects and benefit not only to him, but also to society? This is a question for psychologists, educators and society.

Time objectively requires a change in the role and place of the teacher in the educational process. The student should be an actor, and the teacher should be his partner in learning and development. The educational process should be based on the psychological and pedagogical design of the development of each student, on the creation of motivation, on the subject-subject relations of the participants in the training.

1. Motive, mmotivation

Even Socrates developed his process of motivation, and Aristotle identified four different types of reasons that prompt a person to act. Some modern scientists recognize motivation as an internal field of motives. They talk about motivation, it is necessary to define the concept of motive. A motive is an internal motivation of a person to one or another type of activity (activity, communication, behavior) associated with the satisfaction of a certain need. Rean A., Borgovskaya N., Rozum S. Psychology and pedagogy Motives can be not only needs, but also ideals, interests of the individual, beliefs, social attitudes and values behind which the needs stand.

Motivation is the processes that determine the movement towards the goal, these are factors that affect the activity or passivity of behavior. The main link of motivation is motivation - a behavioral manifestation of satisfying one's needs.

The positive holistic-dynamic theory of motivation of the American psychologist A. Maslov identifies five basic needs:

· Physiological Needs - they are associated with the satisfaction of the need for food, water, sexual needs ...

· The Need for Security - the need for security, stability, protection, structure and order,

· Need for belonging and love - it will include the desire for communication, belonging to a social group

The need for recognition - it includes striving more related to the concept of achievement - achieving respect for others and self-respect

· The need for self-actualization - the desire for self-embodiment of a person, in the actualization of his potency. Later, behind the proposed five-stage model of needs, Maslow has two more needs: need for knowledge and understanding And aesthetic needs. The need for knowledge and understanding is the cognitive needs of man. It is associated with the need for truth, the attraction to the unknown, the unexplained. This need is very related to the motivation of learning. Aesthetic needs are characterized by greater diffuseness and uncertainty. They are closely intertwined with both conative and cognitive needs.

Motives can be characterized not only quantitatively (according to the strong-weak principle), but also qualitatively. In this regard, internal and external motives are usually distinguished. At the same time, it is possible to speak about the relation of the motive to the content of the activity. Example: We can single out a cognitive need in itself - the need for learning. Then we talk about intrinsic motivation. If education is connected with the need to increase social prestige, salaries, then we need to talk about external motives.

In addition, the external motives themselves can be positive (motives for success, achievement) and negative (motives for avoidance, protection). Obviously, external positive motives are more effective than external negative motives, even if they are equal in strength. External positive motives effectively affect the performance of educational activities.

2. Motivation for learning

Motivation - the general name of the process of encouraging students to productive cognitive activity, active development of the content of education. With the educator in mind, it is about learning motivation. From the perspective of the learner, we are talking about the motivation of learning. Motivation as an incentive that causes the activity of the individual and determines its direction, especially necessary in the learning process. Considering the motivation of educational activity, it must be emphasized that the concept of motive is closely related to the concept of goal and need. In a person's personality, they interact and are called the motivational sphere. The term motivational sphere includes all types of motives: needs, interests, goals, incentives, motives, inclinations, attitudes.

Learning motivation is a general name for processes, methods, means of encouraging students to productive cognitive activity, to actively mastering the content of education. Figuratively speaking, the images of motivation are held jointly by teachers (motivation of learning, their attitude to professional duties) and students (motivation of learning, internal, auto-motivation). MOTIVATION OF EDUCATIONAL AND PEDAGOGICAL ACTIVITIES, Monograph, www.rae.ru

Learning motivation is defined as a particular type of motivation included in a certain activity, in this case, the activity of learning, learning activity. http://www.psychological.ru Like any other kind, learning motivation is determined by a number of specific factors. First, it is determined by the educational system itself, by the educational institution; secondly, the organization of the educational process; thirdly, the subjective characteristics of the student; fourthly, the subjective characteristics of the teacher and, above all, the system of his relations to the student, to the case; fifth, the specifics of the subject. The educational activity of students is motivated by a hierarchy of motives, in which either internal motives associated with the content of this activity and its implementation, or broad social motives associated with the student's need to take a certain position in the system of social relations, can be dominant. At the same time, with age, there is a development of the correlation of interacting needs and motives, a change in the leading dominant needs and their peculiar hierarchization. The motivation for learning is made up of 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). Markova A. K. Formation of interest in learning among students. p.17

The formation of motivation is not a simple increase in a positive or aggravation of a negative attitude towards the student, but the complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relationships between them. not only the dominant stimulus (motive), but also taking into account the entire structure of the motivational sphere of a person.The motivational sphere or motivation in the broad sense of the word from this point of view is understood as the core of the personality, to which its properties such as orientation, valuable orientations, attitudes are "pulled" , social expectations, claims, emotions, volitional qualities and other socio-psychological characteristics."The concept of motivation in a person ... includes all types of motives: motives, needs, interests, aspirations, goals, drives, motivational attitudes or dispositions, ideals, etc. d.

Motivation is the main tool that will make it possible to increase the level of students' interest in the educational process, will increase their personal scientific, creative potential. An insufficiently motivated student will not contribute either to the development of his knowledge or to the development of science itself. The educational process is classified as a complex activity, so there are a lot of motives for learning, and they can not only manifest themselves separately in each person, but also merge into one, forming complex motivational systems.

Structure of motivation learning

The motivation of students has not been paid attention for a long time. In fact, in the 21st century this is one of the most effective ways to improve the learning process and the results of years of seminars, lectures and sessions. Motives and motivation is the driving force behind the learning process and the assimilation of information and material. It is motivation that is the main means that will make it possible to increase the level of students' interest in the educational process, will increase their personal scientific, creative potential.

They talk about motives for learning, it is possible to classify motives according to their direction and content:

· social— (duty, responsibility, understanding the importance of education for the whole society);

· cognitive- (the desire to know more, to become erudite);

· professional value(expansion of opportunities to get a promising and interesting job);

· aesthetic(learning is a pleasure, one's hidden abilities and talents are revealed);

· communicative(the possibility of expanding your social circle by increasing your intellectual level and making new acquaintances),

· status-positional(the desire through teaching or social activity is affirmed in society);

· traditional - historical(established stereotypes that arose in society and strengthened over time);

· utilitarian - cognitive(the desire to learn a separate subject of interest and learn self-education);

· unconscious motives(based on a complete misunderstanding of the meaning of the information received and a complete lack of interest in the cognitive process).

These motives can merge to form a common motivation for learning.

The primary idea of the predominance and action of certain motives of learning is given by the student's attitude to learning. There are several stages of the student's involvement in the learning process:

negative attitude towards learning possible to characterize poverty and narrowness of motives. Here it is possible to explore a weak interest in success, a focus on evaluation, an inability to set goals, to overcome difficulties rather than study, a negative attitude towards educational institutions and teachers.

Neutral (indifferent) attitude to teaching: the characteristics are the same, it implies the presence of abilities and opportunities to achieve positive results when changing orientation. It is possible to say this about a capable but lazy student.

Positive attitude towards learning: a gradual increase in motivation from unstable to deeply conscious, and therefore especially effective; the highest level is characterized by the stability of motives, their hierarchy, the ability to set long-term goals, to foresee the consequences of one's educational activities and behavior, and to overcome obstacles to achieving the goal. In educational activities, there is a search for non-standard ways of solving educational problems, flexibility and mobility of methods of action, a transition to creative activity, an increase in the share of self-education (IP Podlasy, 2000). The attitude of the student to the teaching of the teacher characterizes the activity (learning, mastering the content, etc.), which determines the degree (intensity, strength) of the "contact" of the student with the subject of his activity.

Interest is one of the motives for learning

Interest is one of the permanent and powerful motives of human activity. Interest is the real reason for action, felt by a person as a particularly important reason. Cognitive interest is manifested in the emotional attitude of the student to the object of knowledge. The formation of interest is based on 3 pedagogical laws of Vygotsky:

1. Before you want to call a student to any activity, get him interested in it, take care to find that he is ready for this activity, that he has all the forces necessary for it, and that the student will act himself, the teacher can only manage and direct his activity "Vygotsky L. S.: LECTURES ON PSYCHOLOGY, http://www.klex.ru/t2

2. “The whole question is how much interest is directed along the line of the subject being studied, and is not connected with the influence of rewards, punishments, fear, desire to please, etc., extraneous to it. Thus, the law consists in not only causing interest, but so that the interest is properly directed” Vygotsky L. S.: LECTURES ON PSYCHOLOGY, http://www.klex.ru/t2

3. "The third and last conclusion of the use of interest prescribes to build the entire pedagogical system in close proximity to life, to teach students what interests them, to start with what is familiar to them and naturally arouses their interest." Vygotsky L. S.: LECTURES ON PSYCHOLOGY, http://www.klex.ru/t2

3. Ways conservation and increasing student motivation

One of the most common obstacles to the learning process is the loss of student motivation to continue learning. Loss of motivation can be a serious complication, since it is extremely difficult for the student to concentrate on completing assignments. It becomes much more difficult to prepare for tests, exams, and projects. It is motivation that provokes a person to overcome various difficulties, feelings of boredom or fatigue in the course of study. Without motivation, the very task of learning loses its meaning. However, those who fear a possible loss of motivation can be easily reassured. The desire and ability to learn can be stimulated by artificial means.

Motivational stimulation methods may include:

Postavit before teaching a precise goal to work towards achieving it. Very useful is to focus on small tasks that you can complete without difficulty. It is extremely important to develop motives for achieving the goal. Therefore, it is mandatory to organize such an educational process, where a goal is set that needs to be achieved. That is, in each lesson, when studying a topic or solving a problem, there should be a focus on the result, which allows students to experience success in their activities.

Motivate students to be active in other places of information movement(Internet forums dedicated to the course, online courses).

Give students the opportunity to communicate with each other through alternative forms such as conferences, visits to museums, professional institutions, companies in which students get jobs

Simulated situations in real life during the learning process.

Creation of a favorable psychological climate for personal development.

Among the ways to increase motivation, I also propose to include:

introduction of a system for publishing student successes and rewards for their remarkable successes and aspirations

expansion of opportunities for self-realization of students

· the opportunity to introduce an individual system of teaching students Time also objectively requires a change in the role and place of the teacher in the educational process or learning process. The student should be an actor, and the teacher should be his partner in learning and development. The educational process should be based on the psychological and pedagogical design of the development of each student, on the subject-subject relations of the participants in the training. The maximum orientation towards the formation of a self-sufficient personality is necessary for the competence-based educational process. For this, authoritarian pedagogy, the subject-object type of relationship between the student and the teacher, must be left in the past.

To increase the student's motivation for learning, it is necessary to realize that the new curricula are built on the principles of developmental learning and are based on some completely new learning principles, including:

The principle of personal centrism in the meaning of attention to a particular student with his essential characteristics; - The principle of the relationship of training, education and development; - Communicative-activity principle; - Sociocultural principle; - The principle of multifunctionality of education; - The principle of practical orientation of training; - Competence-based principle of education orientation.

CONCLUSION

Currently, university teachers are faced with the task of creating such conditions under which students in a short time could acquire the maximum possible amount of knowledge along with the acquisition of skills for their creative application in practice.

It is motivation that is the main means that will make it possible to increase the level of students' interest in the educational process, will increase their personal scientific, creative potential. How to motivate students to learn is an important and basic issue not only for teachers. The motives for learning can be different - namely, social, cognitive; professional-value, aesthetic, communicative, status-positional, traditional-historical, utilitarian-cognitive, unconscious.

In the 21st century, when access to information is no longer a difficult issue, another question arises - how to motivate students to constantly study materials and effectively select and assimilate useful knowledge. A special role in the emergence of motivation is played by interest and arousal of interest in the favorite branch of research, training. The responsibility for motivating students to learn and improve it does not belong only to teachers and families. The degree of students' motivation for learning and their desire is a mirror of society. But it is the young intelligentsia that is the main potential, the basis for the stable development of the economies of individual countries, the main driving force in this unstable world.

1. Bozhovich L. I. Studying the motivation of the behavior of children and adolescents / Ed. L. I. Bozhovich and L. V. Blagonazhednaya. M., 1972.

2. Bozhovich L. I. Studying the motivation of the behavior of children and adolescents / Ed. L. I. Bozhovich and L. V. Blagonazhednaya. - M., 1972.

3. Kamenskaya E. N. Fundamentals of psychology, Rostov n / D, Phoenix, 2003, 155 p.

4. Lavrinenko V. N. Psychology and ethics of business communication, Moscow, 2005, 215 p.

5. Aseev VG Motivation of behavior and personality formation. - M., 1976.

6. Markova A. K. Formation of interest in learning among students., 2000, 175 p.

8. Melia M. Business is psychology, Eurobux, 2009, 352 p.

9. Stolyarenko L. D. Psychology of business communication and management, Rostov-on-Don, 2009, 222 p.

10. N. V. Bordovskaya and A. A. Rean. Pedagogy, 2000. - 304 p.

11. Hekhauzen H. Motivation and activity. T. 1: Per. with him. - M., 1986. - 392 p.

12. Kharlamov I. F. Pedagogy. - M., 1974

13. http://student.mirvmeste.com/news/kak-motivirovat-studenta.html

14. http://www.rae.ru/monographs/77-2804

15. http://www.psychological.ru/

16. http://rupravlenie.ru/wp-content/uploads/2009/10/3_Lifshits_Students-motivation.pdf

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The technique was proposed by T. I. Ilyina. When creating this technique, the author used a number of other well-known techniques. It has three scales: “acquisition of knowledge” (desire to acquire knowledge, curiosity); “mastery of a profession” (the desire to acquire professional knowledge and form professionally important qualities); “obtaining a diploma” (the desire to acquire a diploma with the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). In the questionnaire, for masking, the author of the methodology included a number of background statements that are not further processed. A number of formulations have been corrected by the author of the book without changing their meaning.

Instruction

Mark your agreement with a "+" sign or disagreement with a "-" sign with the following statements.

Questionnaire text