Motivation of educational activity of students of discipline building materials. Educational motivation of students. Analysis of the results

At present, researchers no longer have to doubt that student achievement depends mainly on the development of learning motivation, and not only on natural abilities. There is a complex system of interrelations between these two factors. The lack of abilities under certain conditions (with a high interest of the individual in a particular activity) can be compensated for by the development of the motivational sphere (interest in the subject, awareness of the choice of profession) - and the student achieves great success. Consider possible levels of motives learning activities in high school:

The first level of motivation. The student, understanding the importance of the studied sciences, shows interest in the subject, especially when the teacher establishes connections between the material under consideration and the future profession. At the same time, solving problems, doing exercises, writing essays does not captivate the student, he tends to avoid such work. He is attracted by formal, simple material, simple tasks with which you can get a credit or even pass an exam, achieve conditional success without much effort and stress. Personal professionally significant qualities are manifested weakly and not always, it is difficult to identify their professional significance, most likely, the motive of learning is characterized through the awareness of "must". It is, as a rule, associated with the external side of the learning process, focused on formal success, the achievement of an estimated result. Feature This level of motivation is professional education acts for the student as a means to achieve personal well-being. At the same time, he is not able to control his impulses, to engage in self-education, to overcome his shortcomings, which include, first of all, the formal assimilation of value orientations. In this case, the teacher can still purposefully build a strategy for the formation of learning motives through the formation and development personal qualities, highlighting professionally significant ones from them. At this level, one can ascertain the emerging professional self-awareness of the student and use it to more powerfully excite the motives of learning and elements of professional activity (through professional studios, associations, clubs, and so on).

The second level of motivation of educational activity is characterized by sufficient formation of all components of motivation. The student clearly identifies academic subjects which seem to him the most important and interesting. In the classes of interest to him, he is active, independent, can, with the help of a teacher, set goals for the upcoming educational activity, consciously strives to acquire knowledge and skills, work in an organized, collected manner and as much as necessary. He clearly manifests personal qualities, including professionally significant ones, the student is aware of this and does everything to develop these qualities. The very process of educational and professional activities gives him pleasure, he does not refuse special courses, extracurricular activities. This level is characterized not only by the development of personally significant motives, but also by the awareness of the social need for this type of activity; their relative stability is already traced here. However, students of this level of motivation still need guidance. The objectives of training are to develop cognitive interest, to form interest in activities, to develop cognitive interest in the profession, the need for work, a responsible attitude to one's duties, to learning, to work.

The third level of motivation is characterized by a deep awareness of the dependence of one's professional development on the entire program. Here, cognitive activity, the need for self-development are clearly manifested; the dynamics of the development of personal qualities, including professionally significant ones, is obvious. In turn, all this is a powerful motive for learning activities. There is a professional self-awareness, the student confidently connects his future with his chosen profession. This level of motivation is characterized by the overall integrity of the student, his perseverance in mastering any subject. It is easily included in the search engine cognitive activity. Projects, abstracts, term papers often distinguished by originality. Such students deeply study the subject, engage in self-education. In general, the third level is characterized by a high development of all components and signs of motivation.

Studies conducted in universities have shown that strong and weak students differ not at all in intellectual indicators, but in the degree to which their professional motivation is developed. Of course, it does not at all follow from this that abilities are not a significant factor in learning activity. These facts can be explained by the fact that existing system competitive selection to universities, one way or another, it selects applicants at the level of general intellectual abilities. Those who survive the selection and end up among the freshmen, in general, have approximately the same abilities. In this case, the factor of professional motivation comes first; one of the leading roles in the formation of "excellent students" and "triple students" begins to play the system of internal motivations of the individual to educational and cognitive activity in the university. In the very sphere of professional motivation, a positive attitude towards the profession plays an important role, since this motive is associated with the ultimate goals of training.

If a student understands what profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. With the help of experiments, it was found that first-year students are most satisfied with their chosen profession. But during all the years of study, this indicator steadily decreases until the fifth year. But, despite the fact that shortly before graduation, satisfaction with the profession turns out to be the least, the attitude towards the profession itself remains positive. Students - first-year students rely, as a rule, on their ideal ideas about future profession which, when confronted with realities, undergo painful changes. However, something else is important - the answers to the question: “Why do you like the profession?” indicate that the leading reason here is the idea of ​​the creative content of the future profession. As for the real educational process, here only a small number of first-year students (30%) are guided by creative teaching methods.

On the one hand, we have high satisfaction with the profession and the intention to engage in creative activities after graduation from the university, on the other hand, the desire to acquire the basics of professional skills in the process of educational activities. In psychological terms, these positions are incompatible, because. creative stimuli can be formed only in an appropriate creative environment, including the educational one. Obviously, the formation of a real idea of ​​the future profession should be carried out from the first year.

Comprehensive studies devoted to the problem of expulsion from the university have shown that three subjects give the highest dropout in universities: mathematics, physics, and a foreign language. The reason is not only in the objective difficulty of mastering these disciplines, but also in the fact that the student often has a poor idea of ​​the place of these disciplines in his future profession (but at present the attitude towards a foreign language is changing). Therefore, a necessary component in the process of forming a real image of the future profession among students is a reasoned explanation of the importance of disciplines for the specific practical activities of graduates.

A number of questions should be included in the range of problems associated with studying the attitude of students to their chosen profession:

• 1. satisfaction with the profession;
• 2. dynamics of satisfaction from course to course;
• 3. factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential-psychological;
• 4. problems of professional motivation.

All these moments affect the effectiveness of students' educational activities.

It is necessary to form a stable positive attitude towards the profession. There are still many unresolved issues here. In modern conditions of the dynamic development of professional knowledge, due to the presentation of the individual requirements for continuous improvement, the further development of this problem is becoming increasingly important. The solution to this problem comes down to providing competent assistance to the individual in finding a profession for himself and himself in the profession. Of course, this task is not easy, but it is important and noble, because its successful solution will help a person to prevent his future professional destiny from turning into a path without goals and guidelines.

Conclusion:

Thus, we found out that not only intellectual ability but also the development of the motivational sphere. Students must understand why they are studying, what they expect from this study. And the more clearly they imagine it, the stronger the motives, and hence the better academic performance. There are three levels of students' motivation, which differ in different degrees of development. cognitive activity i.e. intrinsic motivation. But all students are different. Their motives for teaching are at different levels of development. Therefore, the dominant in the organization educational work in the university there can be professionally oriented events that take into account different categories of students according to the level of learning motivation. The motivation of students during all the years of study changes, so it is necessary to maintain its high level throughout the study.

Thus, we considered the motivation of educational activity in different age periods. It was found that both external and internal factors can be distinguished in the motivation of the teaching of schoolchildren and students. The type of external motivator should be correlated with the level of development of the affective-emotional sphere of the student. Broad cognitive motives are especially developed among students in grades 5-8 (because in primary school they don’t exist yet, and in high school, children are already guided by certain subjects). For the development of internal motives, children need to be informed of basic knowledge and taught to apply them in practice.

Students should also talk about professional motivation. Depending on the attitude of the student to his future profession, the degree of motivation will also be different. The task of teachers and psychologists is to maintain satisfaction with the future profession at a high level throughout all the years of study. And this will lead to high cognitive activity of students of higher education.

INTRODUCTION

CHAPTER I. THEORETICAL STUDY OF STUDENT MOTIVATION

1.1 Scientific approaches to the study of the motives of educational activity

1.2 Motive as structural component learning activities

1.3 Features of the motivation of students' learning activities

Conclusions on the first chapter

CHAPTER II. EXPERIMENTAL STUDY OF THE MOTIVES OF LEARNING ACTIVITY OF PSYCHOLOGICAL STUDENTS

2.1 Organization and conduct of a pilot study

2.2 Analysis and interpretation of the obtained data

Conclusions on the second chapter

CONCLUSION

REFERENCES

INTRODUCTION

The transition from senior school to student age is accompanied by contradictions and breaking habitual life ideas. It should be taken into account that differences in motivation can be observed among students of different courses, faculties and specialties.

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

Relevance of the topic.

The problem of professional motivation is currently acquiring special meaning. It is in it that the main points of interaction between the individual and society are highlighted in a specific way, in which the educational process becomes a priority.

The study of the structure of professionally oriented motivation of students of pedagogical faculties of universities, knowledge of the motives that encourage them to work in the field of education, will make it possible to psychologically justify solving the problems of increasing efficiency pedagogical activity: correctly carry out selection, training, placement of personnel, plan a professional career.

Student age is a special period of human life. The merit of the very formulation of the problem of students as a special socio-psychological and age category belongs to psychological school B.G. Ananiev. In the studies of B.G. Ananyeva, N.V. Kuzmina, Yu.N. Kulyutkina, A.A. Reana, E.I. Stepanova, as well as in the works of P.A. Prosetsky, E.M. Nikireeva, V.A. Slastenina, V.A. Yakunin and others have accumulated a large amount of empirical material of observations, the results of experiments and theoretical generalizations on this problem are presented. One of the most important components of pedagogical activity is the motivational complex of the personality: motivation for educational and professional activities, motivation for success and fear of failure, factors of attractiveness of the profession for students studying at a pedagogical university. The correct identification of professional motives, interests and inclinations is an important predictor of job satisfaction in the future. The attitude to the future profession, the motives for choosing it are extremely important factors that determine the success of vocational training.

The problem of motivation and motives of behavior and activity is one of the core problems in psychology. It is not surprising that this problem has occupied the minds of scientists for a long time, an incalculable number of publications are devoted to it, and among them are monographs by Russian authors: V.G. Aseeva, I.A. Vasiliev and M.Sh. Magomed-Eminova, V.K. Vilyunas, I.A. Dzhidaryan, B.I. Dodonova, V.A. Ivannikova, E.P. Ilyina, D.A. Kiknadze, L.P. Kichatinova, V.I. Kovaleva, A.N. Leontieva, B.C. Maguna, B.C. Merlina, S.G. Moskvicheva, L.I. Petrazhitsky, P.V. Simonova, A.A. Fayzullaeva, Sh.N. Chkhartishvili, P.M. Jacobson; as well as foreign authors: X. Hekhauzen, D.V. Atkinson, D. Hull, A.G. Maslow.

At present, science has not developed a unified approach to the problem of motivation of human behavior. Particularly little studied was the structure of professional and pedagogical motivation among students in the process of preparing a specialist at a university.

Purpose of the study– study of educational motivation among psychology students.

Subject of study are the motivational complex of the individual. Under the motivational complex of a personality, we mean the ratio of internal, external positive and external negative motivation in the structure of educational and professional activities.

Object of study– students

Research objectives:

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

2. Revealing the specifics of educational motivation among students;

3. Experimental study of the characteristics of the educational motivational sphere of psychology students.

Research methods: as experimental methods The following diagnostic tools were used: The methodology for studying the motives of educational activity (modified by A.A. Rean, V.A. Yakunin), the methodology for studying the motivation for learning at the university T.I. Ilyina.

Practical significance research work lies in the fact that it reveals the content of the psychological characteristics of the educational motivation of a student of a pedagogical university and reveals its significant components. We believe that the study will contribute to the self-development of the student, mastering the educational material, effective development educational and cognitive motives.

The data obtained in the work can be used in the preventive, consulting and psycho-correctional work of the psychological service of higher teacher education, professional orientation and professional selection of future teachers. The results of the study can be taken into account in planning the educational process at the SSGU; The identified features of motivation in the pedagogical activity of students allow for a differentiated approach in the process of preparing for the upcoming professional and pedagogical activity. The results of the study can be used in professional consulting work.

CHAPTER I . THEORETICAL STUDY OF THE PECULIARITIES OF LEARNING MOTIVATION IN YOUTH STUDENTS

1.1 Scientific approaches to the study of the motives of educational activity

Motivation is one of the fundamental problems, both in domestic and foreign psychology. Its significance for the development of modern psychology is associated with the analysis of the sources of human activity, the motivating forces of his activity, behavior. The answer to the question of what motivates a person to activity, what is the motive, “for the sake of what” he carries out it, is the basis of its adequate interpretation. “When people communicate with each other ... then, first of all, the question arises about the motives, motives that pushed them to such contact with other people, as well as about the goals that they set for themselves with more or less awareness” . In the very general plan a motive is something that determines, stimulates, induces a person to perform any action included in the activity determined by this motive.

The complexity and multidimensionality of the problem of motivation determines the multiplicity of approaches to understanding its essence, nature, structure, as well as to the methods of its study (B.G. Ananiev, S.L. Rubinshtein, M. Argyle, V.G. Aseev, L.I. Bozhovich, K. Levin, A.N. Leontiev, Z. Freud and others). It is essential to emphasize that the main methodological principle that determines the study of the motivational sphere in domestic psychology is the position on the unity of the dynamic (energy) and content-semantic aspects of motivation. The active development of this principle is associated with the study of such problems as the system of human relations (V.N. Myasishchev), the relationship between meaning and meaning (A.N. Leontiev), the integration of motives and their semantic context (S.L. Rubinshtein), the orientation of the personality and dynamics of behavior (L.I. Bozhovich, V.E. Chudnovsky), orientation in activity (P.Ya. Galperin), etc.

In domestic psychology, motivation is considered as a complex multi-level regulator of human life - his behavior, activities. The highest level of this regulation is conscious-volitional. The researchers note that “... the human motivational system has a much more complex structure than a simple series of given motivational constants. It is described by an exceptionally wide sphere, which includes both automatically carried out installations, and current actual aspirations, and the area of ​​the ideal, which in this moment is not actually acting, but performs an important function for a person, giving him that semantic perspective for the further development of his motives, without which the current worries of everyday life lose their meaning. All this, on the one hand, allows us to define motivation as a complex, heterogeneous multi-level system of stimuli, including needs, motives, interests, ideals, aspirations, attitudes, emotions, norms, values, etc., and on the other hand, to say about polymotivation of activity, human behavior and about the dominant motive in their structure.

Understood as a source of activity and at the same time as a system of stimuli for any activity, motivation is studied in various aspects, which is why the concept is interpreted by the authors in different ways. Researchers define motivation as one specific motive, as a single system of motives and as a special area that includes needs, motives, goals, interests in their intricate weave and interaction..

The interpretation of “motive” correlates this concept either with a need (drive) (J. Newtenn, A. Maslow), or with the experience of this need and its satisfaction (S.L. Rubinshtein), or with the object of need. Thus, in the context of A.N. Leontiev’s theory of activity, the term “motive” is used not to “designate the experience of a need, but as meaning that objective, in which this need is concretized in given conditions and what the activity is directed to, as motivating it” . It should be noted that the understanding of the motive as “objectified need” defines it as an internal motive that is part of the structure of the activity itself.

The most complete is the definition of motive proposed by one of the leading researchers of this problem - L.I. Bozhovich. According to L.I. Bozhovich, objects can act as motives outside world, ideas, ideas, feelings and experiences, in a word, everything in which the need has found embodiment. Such a definition of the motive removes many contradictions in its interpretation, where the energy, dynamic and content sides are combined. At the same time, we emphasize that the concept of "motive" is already the concept of "motivation", which "acts as that complex mechanism for correlating external and internal factors of behavior by a person, which determines the emergence, direction, and also ways of implementing specific forms of activity" .

The broadest concept is the “motivational sphere”, which includes both the affective and volitional spheres of the personality (L.S. Vygotsky), the experience of satisfying a need. In a general psychological context, motivation is a complex association, an "alloy" of the driving forces of behavior, which opens up to the subject in the form of needs, interests, inclusions, goals, ideals that directly determine human activity. 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, social expectations, claims, emotions, volitional qualities and other socio-psychological characteristics are “pulled”. "The concept of human motivation ... includes all types of motives: motives, needs, interests, aspirations, goals, drives, motivational attitudes or dispositions, ideals, etc." . Thus, it can be argued that, despite the variety of approaches, motivation is understood by most authors as a combination, a system of psychologically heterogeneous factors that determine human behavior and activity.

Productive in the study of motivation (V.G. Aseev, J. Atkinson, L.I. Bozhovich, B.I. Dodonov, A. Maslow, E.I. Savonko) is the idea of ​​motivation as a complex system, which includes certain hierarchical structures. At the same time, the structure is understood as a relatively stable unity of elements, their relations and the integrity of the object; as an invariant of the system. Analysis of the structure of motivation allowed V.G. Aseev to single out in it a) the unity of procedural and discrete characteristics and b) two-modal, i.e. the positive and negative bases of its constituents.

Also important is the position of researchers that the structure of the motivational sphere is not a frozen, static, but a developing, changing formation in the process of life.

Essential for the study of the structure of motivation was the allocation by B.I. Dodonov of its four structural components: pleasure from the activity itself, the significance for the individual of its immediate result, the "motivating" power of reward for the activity, coercive pressure on the individual. The first structural component is conventionally called the "hedonic" component of motivation, the other three - its target components. At the same time, the first and the second ones reveal the orientation, the orientation towards the activity itself (its process and result), being internal in relation to it, and the third and fourth fix the external (negative and positive in relation to the activity) factors of influence. It is also significant that the last two, defined as reward and punishment avoidance, are, according to J. Atkinson, components of achievement motivation. It should be noted that such a structural representation of motivational components, correlated with the structure of educational activity, turned out to be very productive. Interpretation of motivation and its structural organization is also carried out in terms of basic human needs (H. Murray, J. Atkinson, A. Maslow, etc.).

One of the early researchers of personal motivation (in terms of the needs of the individual), as you know, was the work of H. Murray (1938). Of the many motivators of behavior considered by the author, he singled out four main ones: the need for achievement, the need for dominance, the need for independence, the need for affiliation. These needs were considered in a broader context by M. Argyle (1967). He included in the general structure of motivation (needs):

1. non-social needs that can cause social interaction (biological needs for water, food, money);

2. the need for dependence, like accepting help, protection, accepting guidance, especially from those who are authoritative and have power;

3. the need for affiliation, i.e. the desire to be in the company of other people, in a friendly response, acceptance by a group, peers;

4. the need for dominance, i.e. accepting oneself by others or a group of others as a leader who is allowed to speak more time, make decisions;

5. sexual need - physical closeness, friendly and intimate social interaction of a representative of one sex with an attractive representative of the other;

6. the need for aggression, i.e. in harming, physically or verbally;

7. need for feeling dignity(self-esteem), self-identification, i.e. in accepting oneself as significant.

It is obvious that the need for dependence, for self-affirmation and at the same time for aggression can be of great interest for analyzing the activities and behavior of trainees.

In terms of considering the structure of the human need sphere, A. Maslow’s “need triangle” is of great interest, in which, on the one hand, the social, interactive dependence of a person is more clearly highlighted, and on the other hand, its cognitive, cognitive nature associated with self-actualization. His triangle of needs by A. Maslow draws attention when considering it, firstly, the place and importance that is assigned to the actual needs of a person, and, secondly, that the need sphere of a person is considered outside the structure of his activity - only in relation to his personality , its self-actualization, development, comfortable existence (in the understanding of J. Bruner).

1.2 Motive as a structural component of learning activity

Under the activity in psychology, it is customary to understand the active interaction of a person with the environment in which he achieves a consciously set goal that arose as a result of the appearance of a certain need, motive. The types of activities that ensure the existence of a person and the formation of him as a person are communication, play, learning, work.

Teaching takes place where a person's actions are controlled by the conscious goal of acquiring certain knowledge, skills, behaviors and activities. Teaching is a specifically human activity, and it is possible only at that stage in the development of the human psyche, when he is able to regulate his actions with a conscious goal. The doctrine makes demands on cognitive processes (memory, intelligence, imagination, mental flexibility) and volitional qualities(management of attention, regulation of feelings, etc.).

Learning activity combines not only the cognitive functions of activity (perception, attention, memory, thinking, imagination), but also needs, motives, emotions, and will.

Educational activity is the leading activity in school age. Under the leading activity is understood such activity, during which the formation of the main mental processes and personality traits takes place, neoplasms appear that correspond to age (arbitrariness, reflection, self-control, internal plan of action). Learning activities are carried out throughout the entire learning process. Educational activity is especially intensively formed during the period of primary school age.

In the course of educational activities, changes occur:

in the level of knowledge, skills and abilities;

in the level of formation of certain aspects of educational activity;

in mental operations, personality traits, i.e. in the level of general and mental development.

Educational activity is, first of all, an individual activity. It is complex in its structure and requires special formation. Like work, educational activity is characterized by goals and objectives, motives.

The stimulus of educational activity is a system of motives, organically including:

· cognitive needs;

interests;

aspirations;

The ideals

· motivational attitudes, which give it an active and directed character, are included in the structure and determine its content-semantic features.

The named system of motives forms educational motivation, which is characterized by both stability and dynamism.

The dominant internal motives determine the stability of learning motivation, the hierarchy of its main substructures. Social motives determine the constant dynamics of motives entering into new relationships with each other. A.K. Markova notes that the formation of motivation "is not a simple increase in a positive or aggravation of a negative attitude towards learning, but the complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relations between them."

In her opinion, the qualities of motives can be:

· dynamic, associated with the psychophysiological characteristics of the child (stability of the motive, its strength and severity, switchability from one motive to another, emotional coloring of motives), etc.

Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning, learning activity.

Educational motivation allows a developing personality to determine not only the direction, but also the ways of implementing various forms of educational activity, to involve the emotional-volitional sphere. It acts as a significant multifactorial determination that determines the specifics of the learning situation in each time interval.

Like any other type, learning motivation is determined by a number of factors specific to the activity in which it is included:

the nature of the educational system;

organization pedagogical process in an educational institution;

The characteristics of the student himself (gender, age, level of intellectual development and abilities, level of claims, self-esteem, nature of interaction with other students, etc.);

personal characteristics of the teacher (teacher) and, above all, the system of his relations to the student, to pedagogical activity;

the specifics of the subject matter.

Learning activity is polymotivated, as the student's activity has various sources. It is customary to distinguish three types of sources of activity: internal, external, personal.

The internal sources of learning motivation include cognitive and social needs (the desire for socially approved actions and achievements).

External sources of learning motivation are determined by the student's life conditions, which include requirements, expectations and opportunities. Requirements are associated with the need to comply with social norms of behavior, communication and activities. Expectations characterize the attitude of society towards learning as a norm of behavior that is accepted by a person and allows overcoming the difficulties associated with the implementation of educational activities. Opportunities are the objective conditions that are necessary for the deployment of educational activities (the availability of a school, textbooks, libraries, etc.).

personal sources. Among these sources of activity that motivate learning activities, a special place is occupied by personal sources. These include interests, needs, attitudes, standards and stereotypes, and others that determine the desire for self-improvement, self-affirmation and self-realization in educational and other activities.

The interaction of internal, external and personal sources of learning motivation affects the nature of learning activities and its results. The absence of one of the sources leads to a restructuring of the system of educational motives or their deformation.

Learning motivation is characterized by the strength and stability of learning motives (Fig. 1.1).

The strength of the learning motive is an indicator of the student's irresistible desire and is assessed by the degree and depth of awareness of the need and the motive itself, by its intensity. The strength of the motive is due to both physiological and psychological factors. The first should include the power of motivational excitement, and the second - knowledge of the results of educational and cognitive activity, understanding of its meaning, a certain freedom of creativity. In addition, the strength of the motive is determined by emotions, which is especially pronounced in childhood.
The stability of the learning motive is assessed by its presence in all the main types of educational and cognitive activity of the student, by the preservation of its influence on behavior in difficult conditions of activity, by its preservation over time. In fact, we are talking about the stability (rigidity) of attitudes, value orientations, and intentions of the student.

Figure 1.1. Qualities of motives for teaching

The following functions of educational motives are distinguished:

· a motivating function that characterizes the energy of the motive, in other words, the motive causes and determines the activity of the student, his behavior and activity;

guiding function, which reflects the orientation of the energy of the motive to a specific object, i.e. the choice and implementation of a certain line of behavior, since the personality of the student always strives to achieve specific cognitive goals. The guiding function is closely related to the stability of the motive;

Regulatory function, the essence of which is that the motive predetermines the nature of behavior and activity, which, in turn, determines the implementation in the student's behavior and activity of either narrow personal (egoistic) or socially significant (altruistic) needs. The implementation of this function is always associated with a hierarchy of motives. Regulation consists in what motives are the most significant and, therefore, to the greatest extent determine the behavior of the individual.

Along with the above, there are stimulating, managing, organizing (E.P. Ilyin), structuring (O.K. Tikhomirov), meaning-forming (A.N. Leontiev), controlling (A.V. Zaporozhets) and protective (K. Obukhovsky ) functions of the motive.

So, learning activity is always polymotivated. The motives of learning activity do not exist in isolation. Most often they act in a complex interweaving and interconnection. Some of them are of primary importance in stimulating learning activities, while others are of secondary importance. It is generally accepted that social and cognitive motives are psychologically more significant and more often manifested.

Learning motives differ not only in content, but also in the degree of their awareness. The motives associated with a close perspective in teaching are most adequately recognized. In a number of situations, educational motives remain disguised; difficult to detect.

1.3 Features of the motivation of students' learning activities

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

1. From the nature of participation in activities (understood, known and actually acting motives, according to A.N. Leontiev);

2. From the time (length) of the conditioning of activity (distant - short motivation, according to B.F. Lomov);

3. From social significance(social - narrow-minded, according to P.M. Yakobson);

4. From the fact of involvement in the activity itself or being outside of it (broad social motives and narrow personal motives, according to L.I. Bozhovich);

5. Motives for a certain type of activity, for example, educational activities, etc.

The schemes of H. Murray, M. Argyle, A. Maslow and others can also be considered as classification bases. P. M. Yakobson is credited with distinguishing motives by the nature of communication (business, emotional). Continuing this line of research, according to A.N. Leontiev, the social needs that determine integration and communication can be roughly divided into three main types; focused on a) the object or purpose of the interaction; b) the interests of the communicator himself; c) the interests of another person or society as a whole ... As an example of the manifestation of the first group of needs (motives), the author cites the performance of a member of the production group in front of his comrades, aimed at changing its production activities. Needs, motives of the actual social plan are connected "... with the interests and goals of society as a whole ...". This group of motives determines the behavior of a person as a member of a group whose interests become the interests of the individual himself. Obviously, this group of motives, characterizing, for example, the entire educational process as a whole, can also characterize its subjects: a teacher, students in terms of distant, general, understandable motives.

Speaking about motives (needs) focused on the communicator himself, A.N. Leontiev means motives “aimed either directly at satisfying the desire to learn something interesting or important, or at a further choice of a way of behavior, a way of action” . This group of motives is of the greatest interest for the analysis of the dominant learning motivation in learning activities.

It is also advisable to approach the definition of the dominant motivation of its activity from the position of the features of the intellectual-emotional-volitional sphere of the personality itself as a subject. Accordingly, the highest spiritual needs of a person can be represented as the needs (motives) of the moral, intellectual-cognitive and aesthetic plans. These motives correlate with the satisfaction of spiritual needs, human needs, with which such motives are inextricably linked, according to P.M. Yakobson, as “feelings, interests, habits, etc.” . In other words, the highest social, spiritual motives (needs) can be conditionally divided into three groups: 1) intellectual and cognitive motives (needs), 2) moral and ethical motives, and 3) emotional and aesthetic motives.

One of the problems of optimizing the educational and cognitive activity of students is the study of issues related to the motivation of learning. This is determined by the fact that in the "teaching-learning" system, the student is not only the object of control of this system, but also the subject of activity, the analysis of the educational activity of which in the university cannot be approached one-sidedly, paying attention only to the "technology" of the educational process, without taking into account motivation calculation. As socio-psychological studies show, the motivation for educational activity is heterogeneous, it depends on many factors: individual features students, the nature of the nearest reference group, the level of development of the student team, etc. On the other hand, the motivation of human behavior, acting as a mental phenomenon, is always a reflection of the views, value orientations, attitudes of that social stratum (group, community) of which the person is a representative.

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. In the literature, this term includes all types of motives: needs, interests, goals, incentives, motives, inclinations, attitudes.

Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning, 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, educational institution; secondly, the organization educational process; thirdly, - the subjective characteristics of the student; fourthly, the subjective characteristics of the teacher and, above all, the system of his relationship to the student, to the case; fifth, the specifics of the subject.

Learning motivation, like any other kind, is systemic, characterized by direction, stability and dynamism. So, in the works of L.I. Bozovic and her collaborators, on the material of the study of the educational activity of students, it was noted that it is motivated by a hierarchy of motives, in which either internal motives related to the content of this activity and its implementation, 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 correlation of interacting needs and motives, a change in the leading dominant needs and their peculiar hierarchization.

In this regard, it is significant that A.K. Markov specifically emphasizes this idea in the work of A.K. , interests). Therefore, 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 relations between them. Accordingly, when analyzing motivation, the most difficult task is to determine not only the dominant stimulus (motive), but also take into account the entire structure of a person's motivational sphere. Considering this sphere in relation to the doctrine, A.K. Markova emphasizes the hierarchy of its structure. So, it includes: the need for learning, the meaning of learning, the motive for learning, purpose, emotions, attitude and interest.

Describing interest (in the general psychological definition, it is the emotional experience of a cognitive need) as one of the components of learning motivation, it is necessary to pay attention to the fact that in everyday life, and in professional pedagogical communication the term "interest" is often used as a synonym for learning motivation. This can be evidenced by such statements as “he has no interest in learning”, “it is necessary to develop a cognitive interest”, etc. Such a shift in concepts is connected, 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 (I. Herbert). 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 complex processes motivational sphere”, and here it is important to differentiate the types of interest and attitudes towards learning. Interest, according to A.K. Markova, “can be broad, planning, productive, highest level- transformative interest.

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

A necessary condition for creating students' interest in the content of education and in the learning activity itself is the opportunity to show mental independence and initiative in learning. How more active methods learning, the easier it is to get students interested in them. The main means of cultivating a sustainable interest in learning is the use of such questions and tasks, the solution of which requires active search activity from students.

An important role in the formation of interest in learning is played by the creation of a problem situation, the collision of students with a difficulty that they cannot resolve with the help of their stock of knowledge; faced with difficulty, they are convinced of the need to acquire new knowledge or apply old knowledge in a new situation. Only the work that requires constant tension is interesting. Light material that does not require mental effort does not arouse interest. Overcoming difficulties in educational activities - essential condition interest in her. The difficulty of the educational material and the learning task leads to an increase in interest only when this difficulty is feasible, surmountable, otherwise interest quickly falls.

Teaching material and techniques academic work should be sufficiently (but not excessively) varied. Variety is provided not only by the collision of students with different objects in the course of learning, but also by the fact that new sides can be discovered in the same object. One of the methods of arousing cognitive interest in students is “distraction”, i.e. showing students the new, unexpected, important in the familiar and everyday. The novelty of the material is the most important prerequisite for the emergence of interest in it. However, knowledge of the new should be based on the knowledge already available to the student. The use of previously acquired knowledge is one of the main conditions for the emergence of interest. An essential factor in the emergence of interest in educational material is its emotional coloring.

These provisions, formulated by S.M. Bondarenko, can serve as a specific program for organizing the educational process, specifically aimed at generating interest.

Various types of interest, for example, productive, cognitive, procedural, educational and cognitive, etc., can be correlated with motivational orientations (E.I. Savonko, N.M. Simonova). Continuing the research of B.I. Dodonov, these authors, based on the study of motivation in mastering foreign language at the university, four motivational orientations were identified (on the process, result, assessment by the teacher and "avoidance of trouble"), some, along with other components of educational motivation, determine the direction, content and result of educational activity. In their opinion, the features of the connections between motivational orientations make it possible to single out two essential characteristics: firstly, the stability of the connections (according to the density criterion) between the orientations towards the process and the result, on the one hand, and the orientations towards “assessment by the teacher” and “avoidance of trouble”, on the other hand, i.e. their relative independence from learning conditions; secondly, the variability of relationships (according to the criterion of dominance and "specific weight") depending on the conditions of education (type of university - language, non-linguistic), hours grid, features curriculum, in particular target installations, etc. .

A positive relationship between motivational orientations and students' progress was established (at a reliable level of significance). Orientations to the process and to the result turned out to be the most closely related to academic performance, less tightly - the orientation to "assessment by the teacher". The relationship between “trouble avoidance” orientation and academic performance is weak.

Learning activity is motivated, first of all, by an internal motive, when a cognitive need "meets" with the subject of activity - the development of a generalized mode of action - and is "objectified" in it, and at the same time by a variety of external motives - self-affirmation, prestige, duty, necessity, achievements, etc. Based on the study of students' educational activities, it was shown that among the sociogenic needs greatest influence its effectiveness was influenced by the need for achievement, which is understood as “a person’s desire to improve the results of his activities”. Satisfaction with learning depends on the degree of satisfaction of this need. This need makes students concentrate more on their studies and at the same time increases their social activity.

A significant, but ambiguous, impact on learning is the need for communication and dominance. However, the motives of the intellectual-cognitive plan are especially important for the activity itself. The motives of the intellectual plane are conscious, understandable, and actually acting. They are perceived by a person as a thirst for knowledge, the need (need) for their appropriation, the desire to broaden one's horizons, deepen, systematize knowledge. This is precisely the group of motives that correlates with specific human activity, cognitive, intellectual need, characterized, according to L.I. Bozhovich, by a positive emotional tone and insatiability. Guided by such motives, regardless of fatigue, time, resisting other stimuli and other distractions, the student persistently and enthusiastically works on educational material, on solving the educational problem. Here, an important conclusion was made by Yu.M.

Important for the analysis of the motivational sphere of teaching is the characteristic of their attitude to it. So A.K. Markova, defining three types of attitude: negative, neutral, and positive, leads a clear differentiation of the latter on the basis of involvement in the educational process. It is very important for the management of educational activities: "a) positive, implicit, active ... meaning the student's readiness to engage in learning ... b) positive, active, cognitive, c) ... positive, active, personal-biased, meaning the student's involvement as a subject of communication, as individual and member of society. In other words, the motivational sphere of the subject of educational activity or his motivation is not only multicomponent, but also heterogeneous and multilevel, which once again convinces of the extreme complexity of not only its formation, but also its accounting, and even adequate analysis.

An extremely important provision for the organization of educational activity on the possibility and productivity of the formation of motivation through the goal-setting of educational activity has also been established. A personally significant meaning-forming motive in adolescents (young men) can be formed and that this process is realized in the sequence of the formation of its characteristics.

First, the educational-cognitive motive begins to act, then it becomes dominant and acquires independence, and only after that it is realized, i.e. the first condition is the organization, the formation of the educational activity itself. At the same time, the effectiveness of motivation itself is better formed when directed to methods than to the “result” of activity. At the same time, it manifests itself differently for different age groups, depending on both the nature of the learning situation and the strict control of the teacher.

Psychological stability is defined as the ability to maintain the required level of mental activity with a wide variation of factors affecting a person. In relation to educational motivation, its stability is such a dynamic characteristic that ensures the relative duration and high productivity of activity, both in normal and extreme conditions. Based on the systemic representation of sustainability, researchers consider it in combination with such characteristics of educational motivation as strength, awareness, effectiveness, the formation of the meaning-forming motive of activity, process orientation, etc. The connection between the stability of the motivational structure (orientations towards the process - result - reward - pressure) with its dynamism consists in the differentiation of the components in the structure, their ordering with a tendency towards the stability of the structure. At the same time, such characteristics of motivational structures as the accelerated dynamics of intrastructural changes, the movement of components of internal motivation (process - result) towards ordering, a clearly expressed tendency towards differentiation, are indicators of the stability of structures with a motivational orientation towards the process. This suggests that the absolute dominance of procedural motivation makes the structure more stable. Procedural motivation is, as it were, a substantial and "energetic" core of the structure, on which the stability and features of its variability depend. In those cases when the procedural and resultative motivational orientation occupy the first and second places in the structure, the level of its stability is even higher - this is the first factor in terms of influence. Psychological determinants of resilience include:

· initial type of motivational structure;

personal significance of the subject content of the activity;

the type of learning task;

The strongest are internal factors: the dominance of motivational orientation, features of intrastructural dynamics and the psychological content of the motivational structure.

The second most powerful factor influencing the change in motivational structures is such a type of problem situation, which, through the need to make a choice, remove the assessment and remove time constraints, encourages a person to be creative (E.I. Savonko, N.M. Simonova). The authors found that a) the dominant motivational orientation is revealed in the product of activity; b) the factor mediating the influence of the motive on the features of the product is its personal significance; c) the psychological content of personal significance depends on the type of motivational structure.

The studies revealed the qualitative originality of the links between the type of motivational structure, the characteristics of the product of activity and the characteristics of its subjects. So, on the basis of experimental data, several groups of students were identified according to the criterion of qualitative originality of combinations of such characteristics as features of the structure of motivation, product, features of the flow experimental activities, subjective characteristics.

In studies on this problem, factors are revealed through which it is possible to influence the intrastructural dynamics of motivational structures, and, consequently, control their restructuring. These factors include devaluation and time constraints, democratic style communication, situation of choice, personal significance, type of work (productive, creative). The creative nature of the problematic situation stimulates the tendency to differentiate and streamline the components of the structure, that is, the tendency to stability. All of the above indicates the complexity of learning motivation as a psychological phenomenon, the management of which in educational process requires taking into account its structural organization, dynamism, age conditioning.

Thus, educational motivation, representing a special kind of motivation, is characterized by a complex structure, one of the forms of which is the structure of internal (process and result) and external (reward, avoidance) motivation. Such characteristics of educational motivation as its stability, connection with the level of intellectual development and the nature of educational activity are essential.

Conclusions on the first chapter

So, as a result of our theoretical research, based on the analysis various theories According to the study of motivation, it can be concluded that the motivational sphere of a person is very complex and heterogeneous.

To date, there is no consensus in psychology about the essence of the motive. As a motive, a variety of psychological phenomena are called, such as: intentions, ideas, ideas, feelings, experiences (LI Bozhovich); needs, drives, urges, inclinations (X. Hekhauzen); desires, desires, habits, thoughts, sense of duty (P.A. Rudik); moral and political attitudes and thoughts (G.A. Kovalev); mental processes, states and personality traits (K.K. Platonov); objects of the outside world (A.N. Leontiev); installations (A. Maslow); conditions of existence (K. Vilyunas); motives on which the purposeful nature of actions depends (V.S. Merlin); the consideration on which the subject must act (J. Godefroy).

There is a relationship between motivation and personality traits: personality traits affect the features of motivation, and the features of motivation, having consolidated, become personality traits.

Learning motivation is defined as a particular type of motivation included in a certain activity, in this case, learning activity. The stimulus of educational activity is a system of motives, organically including: cognitive needs; goals; interests; aspirations; ideals; motivational attitudes, which give it an active and directed character, are included in the structure and determine its content-semantic features. The named system of motives forms educational motivation, which is characterized by both stability and dynamism.

Educational activities are always polymotivated. The motives of learning activity do not exist in isolation. Most often they act in a complex interweaving and interconnection. Some of them are of primary importance in stimulating learning activities, while others are of secondary importance. It is customary to distinguish three types of sources of activity: internal; external; personal.

Based on the above sources of activity, the following groups of motives are distinguished: social, cognitive, personal.

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. Consequently, the development of positive learning motives is an integral part of the formation of a student's personality.

Ways of formation and features of motivation for each student are individual and unique. The task is to, relying on a common approach, to identify in what complex, sometimes contradictory ways, the formation of a student's professional motivation takes place.

CHAPTER II . EXPERIMENTAL STUDY OF THE MOTIVES OF LEARNING ACTIVITY OF PSYCHOLOGICAL STUDENTS

2.1 Organization and conduct of a pilot study

Target - study of professional motivation of students-psychologists of a pedagogical university.

Research objectives:

· To reveal the leading motives of educational activity of students-psychologists;

· Reveal the specifics of educational motivation of students-psychologists;

· Determine the level of severity of the prevailing motives for learning in psychology students.

III-year students of the Faculty of Philology of the Sevastopol City Humanitarian University took part in the study. The sample consisted of 15 students of the UP-3 group (specialty “Pedagogy and methods of education. Ukrainian language and literature. Practical psychology"). The study was conducted in the middle of the second semester (April 2009).

The features of the sample were:

· The sample consisted of females, which generally reflects the specifics of the faculty.

Students receive a "double" specialty: Ukrainian language and literature-practical psychology, which could influence motivational sphere students.

· Half of the sample is trained on a budgetary (non-commercial) basis, which also significantly affects the motivation for learning activities.

The first step in our study was to analyze scientific literature on the stated problem. The next step was the selection of diagnostic tools and the ascertaining experiment. Motivation of students took place in the form of a conversation in a relaxed atmosphere, without the presence of teachers. Students responded adequately, responsibly and willingly answered the questions posed.

The third stage was the collection of information (testing), using the methods we have chosen: the methodology for studying the motivation for learning at the university T.I. Ilyina, the methodology for studying the motives of students' educational activities modified by A.A. Rean, V.A. Yakunin.

Consider the methods used for the study.

1. Methods for studying the motivation of learning at the university T.I. Ilina

The technique can be used to diagnose the motivation of professional activity, including the motivation of the activity of psychology students. When creating this technique, the author used a number of other well-known techniques. It has three scales: “Acquisition of knowledge” (desire to acquire knowledge, curiosity); "Mastering the profession" (the desire to master professional knowledge and develop professionally important qualities); “Getting a diploma” (the desire to acquire a diploma with the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). In the questionnaire, for masking, the author of the methodology included a number of background statements that are not further processed.

Instructions: Mark your agreement with a “+” sign or disagreement with a “-” sign with the following statements (Appendix No. 1)

The results are processed in accordance with the key (Appendix No. 2).

After counting, the data are sorted in ascending order and the frequency of motif naming is determined. Next, we build frequency polygons for each of the scales.

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

2. The methodology for studying the motives of students' educational activities modified by A.A. Rean, V.A. Yakunin.

The methodology for studying the motives of educational activity was developed at the department educational psychology Leningrad University (modified by A.A. Rean, V.A. Yakunin) and identify the most significant motives for students to study at the university.

Instructions: Read carefully the motives of educational activity given in the list. Choose the five that are most important to you. Mark significant motives with an “X” in the appropriate line (Appendix No. 3).

Processing of results. The frequency of naming motives among the most significant in the entire surveyed sample is determined. Based on the results obtained, the rank place of the motive in the given sample (school, class, group, etc.) is determined. The results are entered in the form (Appendix No. 4).

2.2 Analysis and interpretation of the obtained data

Method A.A. Reana, V.A. Yakunina determined the effectiveness of the following types of motivation: 1) Become a highly qualified specialist; 2) Get a diploma; 3) Successfully continue education in subsequent courses; 4) Successfully study, pass exams for "good" and "excellent"; 5) Constantly receive a scholarship; 6) Acquire deep and solid knowledge; 7) Be constantly ready for the next classes; 8) Do not start the subjects of the educational cycle; 9) Keep up with fellow students; 10) Ensure the success of future professional activities; 11) Fulfill pedagogical requirements; 12) Achieve the respect of teachers; 13) Be an example to fellow students; 14) To achieve the approval of parents and others; 15) Avoid condemnation and punishment for poor study; 16) Get intellectual satisfaction.

For analysis, the frequency of naming motives among the most significant was determined for the entire surveyed sample. Based on the results obtained, the rank place of the motive in this sample was determined. The results are presented in table No. 1.

Name of the surveyed sample: UP-3

Sample size: N=15

Table No. 1

Leading motives of students' learning activities

motif number	Number of motif names	Ordered descending data	Frequency f	Motive rank R
1	11	11	2	1,5
2	11	11		1,5
3	2	9	1	3
4	8	8	2	4,5
5	5	8		4,5
6	8	5	1	6
7	0	4	1	7
8	1	3	2	8,5
9	2	3		8,5
10	9	2	2	10,5
11	0	2		10,5
12	3	1	1	12
13	0	0	4	14,5
14	3	0		14,5
15	0	0		14,5
16	4	0		14,5
∑=136

∑ calc =16(16+1)=136

The analysis of the obtained results showed that the most significant learning motives for psychology students of the UP-3 group of the SSGU are the following motives:

· Motive number 1- Become a highly qualified specialist.

· Motive number 2- Get a diploma.

· Motive number 4- Successfully study, take exams for "good" and "excellent".

· Motive No. 6-Acquire deep and solid knowledge.

· Motive number 10- Ensure the success of future professional activities.

The least significant learning motives for this sample were:

· Motive number 7- Be constantly ready for the next class.

· Motive number 8- Do not run the subjects of the training cycle.

· Motive number 11- Fulfill pedagogical requirements.

· Motive number 13- Be an example to fellow students.

· Motive #15- Avoid judgment and punishment for poor academic performance.

Figure 2.1 Level of significance of motives

The results of the methodology for studying the motivation of learning at the university T.I. Ilina are presented in the form of table No. 2.

Table number 2

Quantitative expression of motives for studying at a university

№	FULL NAME. Spanish	Scales
		Acquisition of knowledge	Mastery of a profession	Getting a diploma
1	G.W.W.	4,2	6	8,5
2	P.E.A.	2,4	4	7,5
3	Z.A.V.	6	4	8,5
4	Elena E.	6	1	8,5
5	K.V.E.	6	3	7,5
6	N.V.	3,6	4	7,4
7	B.N.V.	3,6	3	8,5
8	J.A.Q.	11,4	6	8,5
9	Yu.N.	4,2	0	7,5
10	S.L.S.	3,6	5	6
11	T.A.V.	1,2	4	7,5
12	F.S.	2,4	1	9
13	T.T.S.	7,2	7	2,5
14	A.V.T.	6	6	6
15	K.V.V.	6	3	7,5

The Z-test of signs for related samples was used to process the results. The scales of acquiring knowledge and obtaining a diploma (Table No. 3), mastering a profession and obtaining a diploma (Table No. 4) were compared in order to identify the leading motives for the educational activities of student psychologists and their specifics.

Table No. 3

Comparison of the scales "Acquisition of knowledge" and "Getting a diploma.

"0" - 1 => n'=14

"-" - 2 => Z emp. = 2

H 1 (5%)

N 1 (1%) N 0

According to the table Z emp. =Z 0.01 , respectively, the hypothesis H 1 (1%) is accepted, which indicates the presence of significant statistically significant differences in the motives of students' learning activities.

Thus, the motive for obtaining a diploma prevails over the motive for acquiring knowledge from psychology students of the UP-3 group.

Table No. 4

Comparison of the scales "Mastering a profession" and "Getting a diploma"

"0" - 1 => n'=14

"-" - 1 => Z emp. = 1

According to the table "Boundary values ​​for the criterion of signs Z" we are looking for a value for n'=14. We build an axis of significance.

H 1 (5%)

According to the table Z emp.

Thus, the motive for obtaining a diploma prevails over the motive for mastering a profession among psychology students of the UP-3 group.

The average severity of motives was also calculated for each of the scales:

Acquisition of knowledge ∑= 4.92

Mastering a profession ∑= 3.8

Obtaining a diploma ∑= 7.4

The average severity of motives is shown in the diagram (Fig. 2.2).

Figure 2.2 Average severity of motives

Thus, the average severity of the motive for obtaining a diploma in the PM-3 group is 46%, while the motive for acquiring knowledge covers 30%, and the motive for mastering a profession is only 24%.

Conclusions on the second chapter

As a result of our study, the dominant motives of students' learning activities were identified. These include:

· Desire to become a highly qualified specialist

・Getting a diploma

· Successful training on "good" and "excellent".

· Acquisition of deep and solid knowledge.

Ensuring the success of future professional activities.

Also, as a result of the study, the specifics of the educational motivation of students-psychologists of the UP-3 group were revealed. Thus, according to the study, the motive for obtaining a diploma prevails over the motives for acquiring knowledge and mastering a profession.

Conducting a periodic measurement of motivation (1-2 times a year), you can register the dynamics of the development of motivation, both for an individual student and for a team. Such scaling makes it possible to register not only the level of motivation, but also the intra-level dynamics of development.

On this basis, we can offer:

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

· students with a low level of learning motivation should be given increased attention by academic management in order to create conditions for increasing motivation;

CONCLUSION

Thus, the purpose of our study was to study the educational motivation of psychology students. The subject of the study was the personality's motivational complex, under which we understood the ratio of internal, external positive and external negative motivation in the structure of students' educational activities.

In the course of this study, we faced a number of tasks: analysis of domestic and foreign literature on the topic of the study; identifying the specifics of learning motivation among students; experimental study of the peculiarities of the educational motivational sphere of students-psychologists.

These tasks were implemented in several stages, the first of which was the analysis of scientific literature on the research topic. It should be noted that the motivation of educational activity is the correlation of the goals facing the student, which he seeks to achieve, and the internal activity of the individual. In learning, motivation is expressed in the student's acceptance of the goals and objectives of learning as personally significant and necessary. Educational activities are always polymotivated. The motives of learning activity do not exist in isolation. Most often they act in a complex interweaving and interconnection. Some of them are of primary importance in stimulating learning activities, while others are of secondary importance.

The next step was the selection of diagnostic tools and the ascertaining experiment. The following diagnostic tools were used as experimental methods: Methodology for studying the motives of educational activity (modified by A.A. Ilyina. Both methods are aimed at determining the leading motives for teaching students at a university, identifying the specifics of the motivational sphere of students.

The third stage was the collection of information (testing), using the methods we have chosen, in which 15 students of the Sevastopol Humanitarian University, specializing in Pedagogy and Education Methods, took part. Ukrainian language and literature. Practical psychology” group UP-3.

In the course of the study, we found that the leading motives for the educational activity of students are to become a highly qualified specialist, get a diploma, study successfully, pass exams for "good" and "excellent", acquire deep and solid knowledge, and ensure the success of future professional activities. The least significant motives, according to the study, were the following: to be constantly ready for the next class, not to start the subjects of the educational cycle, to fulfill pedagogical requirements, to be an example to fellow students, to avoid condemnation and punishment for poor study.

Also, as a result of the study, the specifics of the educational motivation of students-psychologists of the UP-3 group were revealed. Thus, the motive for obtaining a diploma prevails over the motives for acquiring knowledge and mastering a profession.

Based on the results of the analysis, it can be stated that the study of learning motivation is necessary to identify the real level and possible prospects, as well as the zone of its closest influence on the development of each student. In this regard, the results of the study of educational motivation showed new processes of the relationship between the social structure and the formation of new goals and needs among students.

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20. Kan-Kalik V. A. To the development of the theory of general and professional development of the personality of a specialist in a university.// Formation of the personality of a specialist in a university. Sat. scientific tr. - Grozny, 1989. - S. 5 - 13.

21. Klimov E.A. Some psychological principles of preparing young people for work and choosing a profession. Questions of psychology. 1995 - No. 4.

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

23. Kovalev A. G. Psychology of personality. 3rd ed., revised. and additional - M., 1970. - an electronic resource of the site http://www.koob.ru/age_psychology/

24. Kovalev A. G., Myasishchev V. N. Psychological features of a person. T. 1. - L., 1987-1990. – 264 p.

25. Kovalev V. I. Motives of behavior and activity / Ed. ed. A. A. Bodalev; Academy of Sciences of the USSR, Institute of Psychology. - M., 1988. - 191 p.

26. Komusova N.V. "Development of motivation to master a profession during the period of study at a university" - L., 1993.

27. Kon I. S. Psychology of early youth. [Textbook. Allowance for ped. in-tov]. - M., 1976. - electronic resource of the site http://www.koob.ru/age_psychology/

28. Kon I. S. Psychology of youthful age: Problems of personality formation. [Account. allowance for ped. in-tov]. - M., 1976. - 175 p. – electronic resource of the site http://www.koob.ru/age_psychology/

29. Kuzmina NV Formation of pedagogical abilities. - L., 1991.

30. Leontiev A.N. Activity. Consciousness. Personality. - M., 1977. - 304 p. – electronic resource of the site http://www.koob.ru/age_psychology/

31. Leontiev A.N. Lecture as communication. - M., 1974. - S.22. – electronic resource of the site http://www.koob.ru/age_psychology/

32. Leontiev A.N. Problems of the development of the psyche. - M., 1989. - S.225.

33. Leontiev A.N. Psychology of communication. - Tartuyu, 1974. - P.178. – electronic resource of the site http://www.koob.ru/age_psychology/

34. Lerner I.Ya. The learning process and its patterns. - M., 1980.

35. Markova A.K. Formation of interest in learning among students.-P.17. – electronic resource of the site http://www.koob.ru/age_psychology/

36. Maslow A. Motivation and personality. - M., 1954. - an electronic resource of the site http://www.koob.ru/age_psychology/

37. Mukhina V.S. Developmental psychology: A textbook for university students. - M.: Publishing Center "Academy", 2001. - 432 p.

38. Nesterova N.B. "The value attitude of students to academic disciplines as a factor in success" - M., 1989

39. Orlov Yu.M. Need-motivational factors of the effectiveness of educational activities of university students: Abstract of the thesis. ... Dr. of Psychology. n. - M., 1984. - electronic resource of the site http://www.koob.ru/age_psychology/

40. Platonov K. K. Structures and development of personality / Ed. ed. Glatochkin A.D., USSR Academy of Sciences, Institute of Psychology. - M., 1986. - 254 p. – electronic resource of the site http://www.koob.ru/age_psychology/

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56. Yakunin V.A. Psychology of educational activity of students. - M.-S.-Pet., 1994.

13.3. Motivation of educational activity of students

Different authors name different motives for entering a university, which largely depends on the angle of studying this issue, as well as on the socio-economic and political changes that have taken place in our country in recent years. Nevertheless, one can note stably manifesting motives that do not lose their significance in a different way of the social system.

The main motives for entering a university are: the desire to be in the circle of students, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations, and its creative possibilities. There are differences in the significance of motives for girls and boys. Girls more often note the great social significance of the profession, the wide scope of its application, the opportunity to work in large cities and research centers, the desire to participate in student amateur performances, and the good material security of the profession. Young men more often note that the chosen profession meets their interests and inclinations. They also refer to family traditions.

Social conditions of life significantly affect the motives for entering a university. This is clearly seen from the data obtained by SV Bobrovitskaya (1997) during the period of our country's attempt to transition to capitalism. The loss of former values ​​and guidelines in life, the plight of the education system and the army led to new motives for entering a university. Only 43% of the first-year students of the Pedagogical Institute surveyed had an orientation towards mastering a profession, while only half said that they like working and communicating with children. The rest (of those oriented towards the pedagogical profession) came to the Pedagogical University only because they like some subject or to improve their intellectual level.

The second group of students, which made up the majority (57%), when entering a university, did not set themselves the goal of obtaining a pedagogical education and did not want to work in their specialty. Their motives for entering a pedagogical university (probably, as in any other) were: ease, from their point of view, admission, unwillingness to join the army (among young men), the opportunity to communicate with peers, the need for time for self-determination, the prestige of a diploma of higher education (namely a diploma, not education).

The latter testifies to the devaluation of higher education. The value is not knowledge, education, but a document.

The leading educational motives for students are "professional" and "personal prestige", less significant are "pragmatic" (to receive a diploma of higher education) and "cognitive" (A.N. Pechnikov, G.A. Mukhina, 1996). True, the role of dominant motives changes in different courses. In the first year, the leading motive is "professional", in the second - "personal prestige", in the third and fourth years - both of these motives, in the fourth - also "pragmatic". The success of training was largely influenced by "professional" and "cognitive" motives. "Pragmatic" motives were mainly characteristic of poorly performing students.

Similar data have been obtained by other authors. M. V. Vovchik-Blakitnaya (1983) at the first - starting - stage of the transition of an applicant to student forms of life and education as the leading motive highlights the prestigious (assertion of oneself in the status of a student), in second place - cognitive interest, and in the third - professional -practical motive. F. M. Rakhmatullina (1981) did not study the “prestige” motive, but revealed general social motives (understanding the high social significance of higher education). According to her data, the “professional” motive occupied the first place in importance in all courses. The second place in the first year was taken by the “cognitive” motive, but in subsequent courses, the general social motive came to this place, pushing the “cognitive” motive to third place. The "utilitarian" (pragmatic) motive was fourth in all courses; it is characteristic that from junior to senior years his rating fell, while the rating of the "professional" motive, as well as the "general social", increased.

The "professional", "cognitive" and "general social" motives were more pronounced among the well-performing students than among the average students, and the "utilitarian" motive among the latter was more pronounced than among the former. It is also characteristic that the "cognitive" motive took the second place among the students with good progress, and the third among the students with average progress.

R. S. Vaisman (1973) observed the dynamics of change from the 1st to the 4th year of motives for creative achievement, "formal academic" achievement and "need for achievement" among students of the Faculty of Psychology. Under the motive of creative achievement, the author understands the desire to solve any scientific or technical problem and to succeed in scientific activity. The motive of "formal-academic" achievement is understood by him as a motivation for a mark, good academic performance; "the need for achievement" means a vivid expression of both motives. R. S. Vaysman revealed that the motive for creative achievement and the need for achievement increase from the 3rd to the 4th years, while the motive of “formal academic” achievement decreases from the 2nd to the 3rd-4th years. At the same time, the motive of creative achievement in all courses significantly prevailed over the motive of "formal academic" achievement.

In recent years, the understanding by psychologists and educators of the role of positive motivation for learning in ensuring the successful acquisition of knowledge and skills has increased. At the same time, it was revealed that high positive motivation can play the role of a compensating factor in case of insufficiently high abilities; however, this factor does not work in the opposite direction - no high level of abilities can compensate for the absence of a learning motive or its low severity, and cannot lead to significant academic success (A. A. Rean, 1990).

A. I. Gebos (1977) identified factors (conditions) that contribute to the formation of a positive motive for learning among students:

awareness of the immediate and final goals of training;

awareness of the theoretical and practical significance of the acquired knowledge;

emotional form of presentation of educational material;

showing "promising lines" in the development of scientific concepts;

professional orientation of educational activity;

selection of tasks that create problem situations in the structure of educational activities;

the presence of curiosity and "cognitive psychological climate" in the study group.

P. M. Yakobson (1969) proposed his own classification for the motives of educational activity (although he preferred to talk about motivation, but motivation and motive are one and the same for him).

The first kind of motives he called "negative". Under these motives, he understood the student's motives caused by the awareness of certain inconveniences and troubles that may arise if he does not study: reprimands, threats from parents, etc. Essentially, with such a motive, this is learning without any desire, without interest in both getting an education and attending an educational institution. Here, motivation is carried out on the principle of "choosing the lesser of two evils." The motive for attending an educational institution is not related to the need to acquire knowledge or to increase personal prestige. This motive of necessity, inherent in some students, cannot lead to success in learning, and its implementation requires violence against oneself, which, with a weak development of the volitional sphere, leads to the departure of these students from the educational institution.

The second variety of motives for learning activity, according to P. M. Yakobson, is also associated with an extracurricular situation, which, however, has a positive effect on learning. Influences from society form a student's sense of duty, which obliges him to get an education, including a professional one, and become a full-fledged citizen, useful for the country, for his family. Such an attitude to learning, if it is stable and occupies a significant place in the orientation of the student's personality, makes learning not only necessary, but also attractive, gives strength to overcome difficulties, to show patience, perseverance, perseverance. In the same group of motives, P. M. Yakobson also includes those that are associated with narrow personal interests. At the same time, the learning process is perceived as a path to personal well-being, as a means of moving up the life ladder. For example, a student has no interest in learning as such, but there is an understanding that without knowledge it will not be possible to “advance” in the future, and therefore efforts are made to master them. Such a motive is often found among part-time students who are forced to receive a higher, for example, pedagogical, education at the insistence of the administration, in order to increase the tariff category, etc. Studying at a university is for many of them a formal act for obtaining a diploma of higher education, and not for improve their teaching skills.

The third type of motivation, according to P. M. Yakobson, is associated with the very process of learning activity. The need for knowledge, curiosity, the desire to learn new things encourage learning. The student receives satisfaction from the growth of his knowledge when mastering new material; the motivation of learning reflects stable cognitive interests. The specificity of the motivation of educational activity depends, as P. M. Yakobson notes, on the personal characteristics of students: on the need to achieve success or, conversely, on laziness, passivity, unwillingness to make efforts on oneself, resistance to failure (frustration), etc.

V. Ya. Kikot and V. A. Yakunin (1996) share learning objectives and goals of teaching. The former are set from the outside and reveal social needs and values ​​that are external to students. The latter are determined by individual needs, formed on the basis of their previous experience. Both goals can coincide only in the ideal case, when the former reproduce themselves in the structure of individual motives.

On the basis of the general motivation of educational activity (professional, cognitive, pragmatic, social-public and personal-prestigious), students (however, like high school students) develop a certain attitude towards different academic subjects. It is due to:

a) the importance of the subject for professional training;

b) interest in a certain branch of knowledge and in this subject as part of it;

c) the quality of teaching (satisfaction with classes in this subject);

d) a measure of difficulty in mastering this subject based on one's own abilities;

e) relationship with the teacher of the subject.

All these motivators can be in different relationships with each other (interaction or competition) and have different effects on learning, so a complete picture of the motives of learning activity can only be obtained by identifying the significance for each student of all these components of a complex motivational structure. This will install and motivational tension for a given subject, that is, the sum of the components of the motive of learning activity: the more components that determine this activity, the greater his motivational stress.

The importance of knowing the structure of the motivation for learning activity is especially clearly manifested when studying the effectiveness of vocational training. A study by A. A. Rean (1994) did not reveal any differences in attitudes towards the chosen profession among well- and poorly performing vocational school students. The author rightly explains this by the fact that general education subjects are not perceived by vocational school students as professionally significant, and therefore both have the same attitude towards them. Other dependences were obtained in the case when performance in special subjects and the results of industrial practice began to be considered. Here, the differences in attitudes towards the profession became significant - in favor of well-performing students.

Similar data were obtained in the study of the learning process at a university (A. A. Rean, 1994; V. A. Yakunin and N. I. Meshkov, 1980). A significant part of students is convinced that general scientific and social educational disciplines do not bring them closer, but move them away from mastering professionally important knowledge and skills. It is no coincidence that the largest dropout of students occurs in the first years, when studying these disciplines.

Characteristically, the factor of motivation for successful study turned out to be stronger than the factor of intellect. Academic success did not reveal a close and reliable relationship with the intellect of students (according to M.D. Dvoryashina, 1974, educational success in terms of intelligence can be predicted in 56% of girls and only in 35% of young people), while in terms of the level of motivation for learning activities of "strong" and "weak" students differed. The former have the need to master the profession at a high level, focused on obtaining solid professional knowledge and practical skills. The latter, in the structure of the motive, mainly have external motivators: to avoid condemnation, punishment for poor study, not to lose scholarships, etc.

Awareness of the high importance of the motive of learning for successful learning led to the formation the principle of motivational support educational process (O. S. Grebenyuk, 1983). The importance of this principle stems from the fact that in the process of studying at a university, the strength of the motive for learning and mastering the chosen specialty decreases, which has been repeatedly noted in studies. According to A. M. Vasilkov and S. S. Ivanov (1997), obtained from surveys of cadets of the military medical academy, the reasons for this are: unsatisfactory prospects for work and service, shortcomings in the organization of the educational process, life and leisure, shortcomings in educational work. They also showed that students who are independent and prone to authoritarianism and rigidity show a more significant decrease in their professional orientation.

Motivation for teaching the unemployed. Unemployed citizens are a special social group, deprived of such a value as work, and the prestige, material well-being, and recognition associated with it. This leaves an imprint on the motivation of their behavior, on the motives for obtaining a second education as a result of forced retraining. The study of this issue by I. M. Gorodetskaya (1998) showed the following. In the process of professional retraining, the most significant among the unemployed are the direct motives of learning (according to the classification of M. G. Rogov), that is, cognitive motives and motives for the development of the personality. At the same time, the motives of personality development dominate, such as the desire to expand one's horizons and erudition, the desire to raise one's general cultural level. In the block of mediated motives, stimulus motives are of the greatest importance, such as the possibility of self-realization in a professional way, the professionalism of teachers, etc.

It was revealed that education and age influence the structure of the motivation of the teaching of the unemployed. For the unemployed with secondary specialized education, cognitive motives are of particular importance, including interest in the subjects studied, the desire to improve their social status and the desire to acquire deep professional knowledge. The unemployed with higher education have more pronounced motives for personal development and achievement motives.

Unemployed youth are characterized by a strong personality development motives, while middle-aged people have more significant cognitive motives, although personality development motives take second place and also strongly influence the motivation for learning.

This text is an introductory piece. From the book Educational Psychology: Lecture Notes the author Esina E V

4. Psychology of educational activity Where a person's actions are controlled by the conscious goal of mastering any skills, knowledge, skills, there is learning as an activity. Teaching is a specific human activity, it is possible only at that stage

From the book Educational Psychology: Reader author author unknown

Volkov K. N. Organization of educational activities in small groups

From the book Cheat Sheet on the General Fundamentals of Pedagogy author Voytina Yulia Mikhailovna

68. GROUP FORMS OF LEARNING ACTIVITY Under the intensification of learning is the transfer of a large amount of educational information to students, while the duration of training does not change and the requirements for the quality of knowledge are not reduced by increasing the transmitted

author

1. 3. Factors of development of motivation for learning activities

From the book Psychology of Student Motivation author Verbitsky Andrey Alexandrovich

Chapter 2 Development of cognitive and professional motives in educational activities

author

The study of the motivation of educational activity Motivation - motivation for activity. There are positive motives: curiosity, enjoyment of the process of activity, the desire for self-improvement, interest, etc., as well as negative motives: fear, self-interest,

From the book Psychological Foundations of Pedagogical Practice: a study guide author Korneva Ludmila Valentinovna

Self-assessment of the properties of attention necessary for learning activities In the second questionnaire, a 5-point scale is used. The proposed test has the advantages that, being an express method, it allows you to quickly obtain data on a large number of subjects according to

author Ilyin Evgeny Pavlovich

13. Motivation for learning activities

From the book Motivation and Motives author Ilyin Evgeny Pavlovich

13.1. Motivation of educational activity at school Educational activity occupies almost all the years of the formation of a person, starting from kindergarten and ending with training in secondary and higher professional educational institutions. Getting an education is indispensable

From the book Motivation and Motives author Ilyin Evgeny Pavlovich

13.2. Formation of motives for educational activity of schoolchildren As noted by A.K. Markova et al.

From the book Motivation and Motives author Ilyin Evgeny Pavlovich

8. Methods for studying the motivation of educational activity and behavior Methodology "Determining the dominance of the child's cognitive or play motive" The child is invited to a room where ordinary, not very attractive toys are displayed on the tables, and they are offered him

From the book Motivation and Motives author Ilyin Evgeny Pavlovich

Methodology "Studying the motives of students' educational activities" The methodology was proposed by A. A. Rean and V. A. Yakunin. There are two versions of this methodology, the differences between which are determined by the procedure and laid down in the instructions. Option 1

From the book Psychology and Pedagogy. Crib author Rezepov Ildar Shamilevich

MOTIVATION OF LEARNING ACTIVITY A certain thing, events, situations or action become motives for activity if they are associated with the sources of a certain activity of a person. These sources can be divided into three main categories.1. Internal

From the book Psychology: Cheat Sheet author author unknown

From the book Psychology and Pedagogy: Cheat Sheet author author unknown

From the book Cognitive Styles. On the nature of the individual mind author Cold Marina Alexandrovna

I. Motivation as a psychological process

1.1 Motive and motivation

In the most general form, a person's motivation for activity is understood as a set of driving forces that encourage a person to carry out certain actions. These forces are outside and inside a person and make him consciously or unconsciously perform certain actions. At the same time, the connection between individual forces and human actions is mediated by a very complex system of interactions, as a result of which different people can react in completely different ways to the same effects from the same forces. Moreover, the behavior of a person, the actions carried out by him, in turn, can also influence his response to influences, as a result of which both the degree of influence of the influence and the direction of behavior caused by this influence can change.

With this in mind, we can try to give a more detailed definition of motivation. Motivation is a set of internal and external driving forces that encourage a person to activity, set the boundaries and forms of activity and give this activity an orientation focused on achieving certain goals. The influence of motivation on human behavior depends on many factors, largely individually, and can change under the influence of feedback from human activities.

Let us dwell on understanding the meaning of the basic concepts that will be used in what follows.

Needs - this is what arises and is inside a person, which is quite common for different people, but at the same time has a certain individual manifestation in each person. Finally, this is what a person seeks to free himself from, since, as long as the need exists, it makes itself felt and “requires” its own.

elimination. People can try to eliminate needs, satisfy them, suppress them, or not respond to them in different ways. Needs can arise both consciously and unconsciously. At the same time, not all needs are recognized and consciously eliminated. If the need is not eliminated, then this does not imply that it is permanently eliminated. Most needs are periodically renewed, although they can change the form of their specific manifestation, as well as the degree of perseverance and influence on the person.

motive It is what causes certain actions of a person. The motive is “inside” a person, has a “personal” character, depends on many external and internal factors in relation to a person, as well as on the action of other motives that arise in parallel with it. The motive not only prompts a person to act, but also determines what needs to be done and how this action will be carried out, in particular, if the motive causes actions to eliminate the need, then these actions can be completely different for different people, even if they experience the same need. Motives are amenable to awareness - a person can influence his motives, muffling their action or even eliminating them from his motivational totality.

Human behavior is usually determined not by one motive, but by their combination, in which motives can be in a certain relationship to each other according to the degree of their impact on human behavior, therefore motivational structure a person can be considered as the basis for the implementation of certain actions by him.

The motivational structure of a person has a certain stability. However, it can change, in particular, consciously in the process of upbringing a person, his education.

motivation - this is the process of influencing a person with the aim of inducing him to certain actions by awakening certain motives in him. Motivation is the core and basis of human management. The effectiveness of management to a very large extent depends on how successfully the motivation process is carried out.

Depending on what motivation pursues, what tasks it solves, two main types of motivation can be distinguished. First type It consists in the fact that certain motives are called to action by external influences on a person, which induce a person to carry out certain actions, leading to a result desired for the motivating subject. With this type of motivation, it is necessary to know well what motives can induce a person to desirable actions and how to cause these motives. This type of motivation is a lot like a variant of a bargain: “I give you what you want, and you give me what I want.” If the two parties do not have points of interaction, then the process of motivation cannot take place. Second type motivation, its main task is the formation of a certain motivational structure of a person. In this case, the main attention is paid to developing and strengthening the motives of a person’s actions that are desirable for the subject of motivation, and vice versa, to weaken those motives that interfere with the effective management of a person. This type of motivation is in the nature of educational and educational work and is often not associated with any specific actions or results that are expected to be obtained from a person as a result of his activity. The second type of motivation requires much more effort, knowledge and ability to implement it. However, its results as a whole significantly exceed the results of the first type of motivation.

Incentives act as levers of influence or carriers of "irritation" that cause the action of certain motives. Individual objects, actions of other people, promises, carriers of obligations and opportunities, offered to a person as compensation for his actions, or what he would like to receive as a result of certain actions, can act as incentives. A person reacts to many stimuli not necessarily consciously. To individual stimuli, his reaction may even be beyond conscious control.

The response to specific stimuli is not the same in different people. Therefore, stimuli by themselves have no absolute meaning or meaning if people do not respond to them.

The process of using various incentives to motivate people is called the incentive process. Stimulation takes many forms. In management practice, one of its most common forms is financial incentives. The role of this stimulation process is exceptionally great.

However, it is very important to take into account the situation in which material incentives are carried out and try to choose exaggerations of its capabilities, since a person has a very complex and ambiguous system of needs, interests, priorities and goals.

Stimulation is fundamentally different from motivation. The essence of this difference is that stimulation is one of the means by which motivation can be carried out.

1.2 Types of motivation

In psychology, there are extrinsic (external motivation), intrinsic (intrinsic motivation), positive and negative motivation, material and moral motivation, stable and unstable motivation. In this paper, we will consider the first four types in more detail.

1.2.1 Extraordinary and intriguing motivation

In Western psychological literature, the question of extrinsic (due to external conditions and circumstances) and intrinsic (internal, associated with personal dispositions: needs, attitudes, interests, inclinations, desires) is widely discussed, in which actions and deeds are performed "of the good will" of the subject. In this case, we are talking about external and internal incentives that encourage the deployment of the motivational process.

When they talk about external motives and motivation, they mean either circumstances (actual conditions that affect the effectiveness of activities, actions), or some external factors that affect decision making and the strength of the motive (remuneration, etc.); including the attribution by the person himself to these factors of a decisive role in making decisions and achieving results. In these cases, it is more logical to talk about externally stimulated or externally organized motivation, while understanding that circumstances, conditions, situations become important for motivation only then, when they become significant for a person, to satisfy needs, desires. Therefore, external factors must be transformed into internal ones in the process of motivation.

1.2.2. Positive and negative motivation

It is not so much about a sign of motivation, as about the emotions that accompany the decision-making and its implementation. When expecting negative motivation, a person experiences emotions such as fear and disappointment. A person is afraid of punishment for his actions. Subsequently, fear is learned, i.e. Once again in this situation, a person begins to be afraid. And when expecting positive motivation, when the behavior has encouraged consequences, a person experiences an emotion hope and relief. Thus, these emotions of expectation allow a person to adequately and flexibly make decisions and manage their behavior, causing reactions that increase hope and relief or reduce fear and disappointment.

In the case of predicting the possibility of satisfying the need for attraction, positive emotional experiences arise, in the case of planning activities as an objectively given need (due to harsh circumstances, social requirements, duties, duty, volitional effort on oneself), negative emotional experiences may arise.

1.3 Stages of the motivational process

The need for a staged (step by step) consideration of the motivational process, although from different positions, was pointed out by many researchers. The stage model for making a moral decision was developed by S. Schwartz. The value of his model lies in the careful consideration of the stages of evaluation: the situation leading to the emergence of a desire to help another person, one's own capabilities, consequences for oneself and for the person in need of help.

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INTRODUCTION

Modern society needs people with a high level of general development, with a high level of professionalism, initiative and enterprise, creative abilities. This predetermines the restructuring of the learning process as a whole and each of its aspects, especially the motivational one. It is known that the basis of successful educational activity of any student is a high level of motivation for this type of activity.

The problem of learning motivation is a traditional subject of research in various fields of science, including educational psychology. A.K. Markova emphasized that knowledge of the motivational basis of a particular learning process is tantamount to knowing the driving force of this process. No, even a very qualified teacher, will achieve the desired result if his efforts are not coordinated with the motivational basis of a particular learning process.

It should be said that the problem of learning motivation is one of the basic problems of the psychology of learning. This status is explained, on the one hand, by the fact that the main psychological characteristic of any activity, including learning, is its motivation. On the other hand, learning motivation management allows you to manage the learning process, which seems to be very important for achieving its success.

Having arisen, this problem is still, if not the main one, then one of the most important in psychology and pedagogy, a considerable number of works are devoted to it (Amonashvili Sh.A., Bozhovich L.I., Ibragimov G.I., Ilyin V.S. , Markova A.K., Morgun V.F., Matyukhina M.V. and others)

The importance of solving the problem of educational motivation is determined by the fact that it is essential for the effective implementation of the educational process. It is known that it is a negative or indifferent attitude to learning that can be the cause of a student's low progress or failure. An important role in the formation of interest in learning is played by the creation of a problem situation, the collision of students with a difficulty that they cannot resolve with the help of their stock of knowledge; faced with difficulty, they are convinced of the need to acquire new knowledge or apply old knowledge in a new situation. Only the work that requires constant tension is interesting. Light material that does not require mental effort does not arouse interest. Overcoming difficulties in learning activities is the most important condition for the emergence of interest in it. The difficulty of the educational material and the learning task leads to an increase in interest only when this difficulty is feasible, surmountable, otherwise interest quickly falls.

Diagnostics and correction of learning motivation as the basis for solving the problem of learning motivation is an urgent task for psychologists-specialists in the field of education.

All of the above determined the relevance of this course research.

Object of research: motivation of educational activity.

Subject of research: conditions for the formation of educational motivation among students.

The purpose of the study: to study the conditions for the formation of educational motivation among students.

Research objectives:

1. to analyze the psychological and pedagogical literature on the problem of motivating students' learning activities, characterizing the concepts of "motivation", "learning motivation", "types of motivation" and revealing the features of the formation of students' learning motivation,

2. to characterize the conditions for the formation of educational motivation of students,

Research methods:

Theoretical method - analysis of psychological, pedagogical, methodological literature.

Work structure:

The work consists of an introduction, one chapter, a conclusion, a list of references, including 17 titles. The total amount of work is 25 pages.

Chapter 1. Theoretical aspects of studying the conditions for the formation of educational motivation of students

1.1 Learning motivation: definition and types

Educational activity takes almost all the years of personality formation, starting from kindergarten and ending with training in secondary and higher professional educational institutions. Getting an education is an indispensable requirement for any person, so the problem of learning motivation is one of the central problems in pedagogy and pedagogical psychology.

In the scientific literature devoted to this issue, attention is paid, first of all, to the study of the motives for the teaching of schoolchildren and the motives for the work of specialists in specific areas. Technologies for studying the learning motivation of students are almost not considered by modern researchers, despite the importance of this problem. The effectiveness of educational activity and the quality of mastering professional competencies depend on the strength of motivation, its structure and leading educational motives. It is necessary to know the motivational structure of students' learning activities in order to correct work methods if necessary and form positive learning motivation, thus increasing the effectiveness of the learning process.

In the most general form, motivation for activity is understood as a set of driving forces that prompt a person to carry out certain actions. These forces are outside and inside a person and make him consciously or unconsciously perform certain actions. At the same time, the relationship between stimuli and reactions of a person depends on his life experience, upbringing, emotional state, as a result of which different people can react differently to the same impact.

Therefore, a more precise definition of motivation should be adopted. "Motivation is a set of internal and external driving forces that encourage a person to activity, set the boundaries and forms of activity and give this activity an orientation focused on achieving certain goals." The influence of motivation on human behavior depends on many factors, largely individually and can change under the influence of feedback from human activities.

Learning motivation is a particular type of motivation included in learning activities. In a broader sense, learning motivation can be considered as a general name for the processes, methods, means of encouraging students to productive cognitive activity, to actively master the content of education. Like any other type of motivation, it is systemic and is characterized primarily by direction, stability and dynamics. Accordingly, when analyzing the motivation of educational activity, it is necessary not only to determine the dominant stimulus (motive), but also to take into account the entire structure of the motivational sphere of a person.

Learning activity is polymotivated, since the activity of the student has different sources. M.V. Matyukhina distinguishes three types of motives depending on the sources of educational motivation:

1. internal - cognitive and social needs (desire for socially approved actions and achievements);

2. external - are determined by the student's life conditions, which include requirements, expectations and opportunities (requirements are associated with the need to comply with social norms of behavior, communication and activity;

expectations characterize the attitude of society towards learning as a norm of behavior that is accepted by a person and allows overcoming the difficulties associated with the implementation of educational activities;

opportunities are the objective conditions that are necessary for the deployment of educational activities);

3. personal - interests, needs, attitudes, standards and stereotypes, as well as other sources that determine the desire for self-improvement, self-affirmation and self-realization in educational and other activities.

The interaction of internal, external and personal sources of learning motivation affects the nature of learning activities and its results. The absence of one of the sources leads to a change in the system of educational motives or their deformation.

The motivation procedure consists of the following mental processes: perception of the content of the motive, emotional assessment of its personal meaning, understanding the content and evaluation of the motive, conviction in the motive.

The subjective basis of the motive is the value of the educational material for a given personality with its individual characteristics. The subjective meaning is formed on the basis of a comparison of the objective meaning with the subjective system of values ​​and on the basis of the emotional experience of the real, human, personal meaning of the topic.

The latter should be illustrated with specific examples at the level of art, an image that evokes empathy, presenting serious but solvable problems that challenge the knowledge system and affect the general understanding or prospects for further knowledge of the object and the use of knowledge about it. Historical information, cases from practice, the fate of literary characters, etc. can also serve as examples.

An emotional assessment of the need for knowledge can be associated both with its content and objective value, and with external concomitant factors, primarily with the personality of the teacher. The main components that contribute to the creation of a positive emotional assessment of the teacher: his charm, deep inner conviction in the value of his subject and sincere charge to transfer knowledge to students. Falsity and pretense are quickly recognized and kill students' interest in the subject. The charm can dissipate if it is not reinforced by the course and results of training.

Comprehension of the content and evaluation of the motive is the internal work of the student to harmonize the tendencies struggling in him, which manifest themselves, for example, when choosing between classes and another business, when correlating the expected benefits from classes and the price that must be paid for knowledge (time, effort).

Belief in a motive, that is, its real reinforcement and consolidation, mainly occurs in the process of learning - understanding and developing knowledge and skills.

Based on the above sources of activity, V.A. Gordashnikov and A.Ya. Osin identified the following groups of motives:

1. communicative motives (associated with the needs for communication);

2. motives for avoiding failures (associated with the awareness of possible troubles, inconveniences, punishments that may follow in case of failure to perform activities);

3. motives of prestige (associated with the desire to obtain or maintain a high social status);

4. professional motives (associated with the desire to acquire the necessary knowledge and skills in the chosen professional field, to become a qualified specialist);

5. motives for creative self-realization (associated with the desire for a more complete identification and development of one's abilities and their implementation, a creative approach to solving problems);

6. educational and cognitive motives (related to the content of educational activities and the process of its implementation; they indicate the student's orientation towards mastering new knowledge, learning skills; they are determined by the depth of interest in knowledge; also include motives indicating the students' orientation towards mastering the methods of obtaining knowledge: interest methods of self-acquisition of knowledge, methods of scientific knowledge, methods of self-regulation of educational work, rational organization of their own educational work; reflect the desire of students for self-education, the focus on self-improvement of methods of obtaining knowledge);

7. social motives (associated with various types of social interaction of a student with other people; social motives also include motives expressed in the desire to take a certain position in relations with others, get their approval, earn authority).

The pedagogical process should be based on actual motives and at the same time create the prerequisites for the emergence of new, higher and more effective motives that exist at the moment as promising in the improvement program.

High positive motivation plays the role of a compensating factor in case of insufficiently high abilities; however, this factor does not work in the opposite direction - no high level of abilities can compensate for the absence of a learning motive or its low severity, and cannot lead to significant academic success.

In order to form a stable, precise, positive motivation among students, it is necessary to monitor the dynamics of the development of their learning motives. To do this, it is necessary to periodically study students in order to identify the nature of the motivation for their teaching, to establish the dominant motive.

1.2 Features of educational motivation in students

The transformation of personality psychology at student age is associated with the emotional-volitional sphere of the student (anxious, expressive choleric, cold-blooded phlegmatic, active sanguine). The change in the student's psychological climate proceeds under the direct influence of others (the system of interpersonal social relations). Social adaptation to the student environment is of great importance. In this case, it is extremely important for the teacher to know the main features of the student's emotional identification (in particular, the victim), which lead to anxiety, fears, self-confidence, and chronic depression. Without knowledge of emotional characteristics, it is impossible to correctly respond to the actions of a student, purposefully manage his upbringing and see hidden talents in him.

Learning motivation is of great importance in student development. The main role in its development is played by the teacher.

Educational motivation begins to take shape even in primary school age. Initially, it is based on interest and craving for new knowledge. Interest in learning is interpreted as an emotional experience of a cognitive need. Educational activity, like any other, requires the possession of certain skills and techniques. Interest should be the first object to the study of the subject.

The most important prerequisites for the formation of a student's interest in learning are his understanding of the meaning of educational activity, awareness of its importance for himself personally. Interest in the content of educational material and in the educational activity itself can be formed only on the condition that the student has the opportunity to show mental independence and initiative in students, which is very important. The more active the creative methods of teaching and the understanding of the student in the subject being studied, the easier it is to interest the student, while the presentation of ready-made material without the criteria of doubt does not arouse their interest, although it does not interfere with understanding the content of the training. It follows that the main means of cultivating a sustainable interest in learning is the use by the teacher of such questions and tasks that would require active search activity from students or, in other words, independence.

Significant factors in the emergence of interest in educational material are the emotional coloring of his teaching, the "living" word of the teacher.

The success of educational activity largely depends on the predominance of a certain motivational orientation on the part of the teacher. In pedagogical psychology, four types of motivational orientations of educational activity are distinguished:

1) on the process (the student enjoys the very process of solving educational problems, he likes to look for different ways to solve them);

2) on the result (the most important thing for the student is the acquired and acquired knowledge and skills);

3) to be assessed by the teacher (the main thing is to receive a high or at least a positive assessment at the moment, which is not at all a direct reflection of the actual level of knowledge);

4) to avoid trouble (teaching is carried out mainly formally, only in order not to receive low marks, not to be expelled, not to conflict with the teacher and the administration of the educational institution).

In studies by psychologists of students of student age, a positive relationship has been established between motivational orientations and the success of learning. The greatest success in training is ensured by process and result orientations.

At student age, notes the psychologist N.S. Leites, activity in general is predominantly selective and is inextricably linked with the development of abilities.

The formation of motivation in learning at student age is played by:

Sustained interest in some subjects to the detriment of the assimilation of other subjects;

Dissatisfaction with the monotony of the forms of training sessions, the lack of creative and problem-search forms of educational activity;

Negative attitude to the forms of strict control on the part of teachers towards underachieving, difficult-to-educate students;

Preservation of situational motives for choosing a life path (for example, by analogy with a friend or at the persuasion of parents);

Insufficient stability of social motives of duty in the face of obstacles in the way of their implementation.

University teachers forget about love and sympathy, doubt, education at student age in order to increase educational motivation. The methods of teaching universities, unfortunately, are largely ineffective.

Formation of interpersonal relationships. The emergence of an informal asset and the social adaptation of the teacher:

The stage of formation and development of the student team begins when an informal asset is revealed, that is, group members who enjoy authority among the majority of the team members. This stage is characterized by the creation of a system of interpersonal and business relations between students. For the teacher to organize the appropriate correctional work, it is extremely important to know what the emotional structure is in the system of interpersonal relations of the student team, and what it is based on.

In this regard, psychological research methods are of great importance, which make it possible to reveal the structure of interpersonal relationships in a group hidden from direct observation, to identify leaders and the status position of all other members of the group. The leader is the defining force of the group.

Difficulties in student life:

Many difficulties in student learning form a kind of "vicious circle", in which each undesirable factor is first caused by external circumstances, and then gives rise to other undesirable factors, successively reinforcing each other. Therefore, most often a student psychologist needs to look for not one, but several reasons for the failure of each individual student and strive to eliminate each of them. Adults (university and parents) are most often to blame for the fact that a student lags behind in studies.

Motive and its connection with the meaning of learning:

The features of the motive are that it is directly related to the meaning, to the personal significance of the student: if the motive for which a person studies changes, then this fundamentally restructures the meaning of all his educational activities, and vice versa.

In order to realize the learning motive, to master the methods of self-education, it is necessary to set and fulfill many intermediate goals in the educational system: to learn to see the long-term results of one's learning activities, to set goals for the implementation of learning activities, the goals of their self-examination.

The main feature of interest in learning is emotional coloring, connection with the emotional experiences of the student. The connection of interest with positive emotions is important at the first stages of the emergence of curiosity, but to maintain the stability of interest, the formation of educational activity is necessary.

psychological pedagogical motivation student

1.3 Conditions for the formation of educational motivation of students

Motivation is the leading factor regulating the activity, behavior, activity of the individual. Any pedagogical interaction with a student becomes effective only taking into account the peculiarities of his motivation. There can be completely different reasons behind objectively identical actions of students. Motivational sources of the same act can be completely different.

The success or effectiveness of educational activities depends on socio-psychological and socio-pedagogical factors. The strength and structure of motivation also affect the success of educational activities. According to the Yerkes-Dodson law, the effectiveness of educational activity is directly dependent on the strength of motivation. However, the direct connection remains up to a certain limit. With the achievement of results and the continued increase in the strength of motivation, the effectiveness of the activity falls. The motive has quantitative (according to the principle "strong - weak") and qualitative characteristics (internal and external motives). If for a person the activity is significant in itself (for example, the satisfaction of a cognitive need in the process of learning), then this is intrinsic motivation.

If the impetus for the activity of the individual is social factors (for example, prestige, salary, etc.), then this is external motivation. In addition, the external motives themselves can be positive (motives for success, achievement) and negative (motives for avoidance, protection). Obviously, external positive motives are more effective than external negative motives, even if they are equal in strength. External positive motives effectively affect the progress of educational activities. Productive creative activity of the individual in the educational process is associated with cognitive motivation.

A person who is passionate about learning has the following characteristic: the more he learns, the stronger the thirst for knowledge becomes.

A significant connection between intellectual development and the success of educational activities has not been proven. A pattern was revealed: "strong" students differ from each other, but not in terms of intelligence, but in strength, quality and type of motivation. Strong students are characterized by internal motivation - mastering the profession at a high level and focusing on obtaining strong ZUN, and for weak students - external motivation - avoiding condemnation and punishment for poor study.

High positive motivation can make up for the lack of special abilities and insufficient supply of ZUN and plays the role of a compensatory factor. This compensatory mechanism does not work in the opposite direction: no matter how capable and erudite the student is, without the desire and impetus to study, he will not succeed (“Water does not flow under a lying stone” - a proverb).

Consequently, both the learning activity of students and their academic performance depend on the strength and structure of motivation. With a sufficiently high level of development of educational motivation, it can compensate for the lack of special abilities or an insufficient supply of ZUN in students.

On the basis of the determining value of motivation for educational activity, the principle of motivational support of the educational process was formulated. Purposeful formation of motivation for educational activity among students is necessary.

At the same time, some additional motive is found in learning as a cognitive activity. It is associated with the possibility of obtaining a result, which is the main product of a "business" action. This, undoubtedly, is the reason for the higher effectiveness of labor training. A.N. Leontiev wrote that “it is necessary that learning enter into life, so that it has a vital meaning for the student. Even in teaching skills, ordinary motor skills, this is also the case.” Here, the requirement of interest in the “business” result of the activity mastered in the teaching is necessary. Although both the subject and the product of it is just an imitation of the future real object and product.

It is widely believed that the intrinsic motivation of learning is the most natural, leading to the best results in the learning process. However, observations in certain life situations, as well as theoretical considerations, do not allow us to unconditionally accept this position as axiomatic.

It should be borne in mind that the cognitive motive itself contains a “business” motive. Carrying out educational and cognitive activities in general, a person understands that its results can be useful in order to subsequently receive some vital benefits that he needs. Therefore, the absolutization of the cognitive motive as internal in relation to the teaching and its opposition to the business motive seem unjustified.

It would be more appropriate to attribute the student's interest in the learning process to "external" motivation - in cases where the latter provides him with new impressions, colored with positive emotions. Indeed, this is an accidental result, and not directly related to the achievement of that cognitive goal that determines the initiation and course of learning.

Which motives function in the learning process and which of them are dominant depends on many reasons. Among them - the nature of the individual-personal characteristics of the student. In experiments using a step-by-step methodology for the formation of mental actions, it was shown that students with a predominance of the figurative component of thinking over the verbal-logical assimilated educational material much more successfully if the motive of the study plan was attached to the motive of learning itself. This was ensured by excluding certain landmarks from the scheme of the orientation base that was given to them. The students found these landmarks on their own.

Another circumstance that determines the types of motives that function in the course of learning is the type of learning itself. It is determined by the type of scheme given to the student of the indicative basis of the action, the ability to perform which is subject to assimilation.

In the first type of learning, the student's attitude to learning corresponds to his need for something that acts as a reinforcer.

In the second type, the motivation is the realization that the results of the study will be needed for something in the future. This is not actually cognitive, but rather an “applied” interest in learning. In other words, learning is carried out for the sake of another activity that the student intends to perform in the future.

In the third type of learning, the method of cognition mastered by the student reveals the subject under study from a new, unexpected side and therefore arouses natural interest, which increases and becomes stable in the course of learning. When a student has a method of knowing a discipline, it is revealed to him as a field of activity, and thus a cognitive need is mobilized.

However, this is not achieved automatically. The student needs to be involved in the study of the object - to arouse his cognitive interest. The starting point is, of course, known facts. However, they are shown to him from a new side. Then this initial interest is gradually developed, avoiding the provocation of extraneous, utilitarian interests. As a result, students independently extend the learned methods of research to other sections of the same discipline and to other disciplines, willingly and actively apply them. With this P.Ya. Halperin associated a shift in the development of the student, which turned out to be unattainable with the first and even the second types of learning.

It would be interesting to consider the possibility of presenting the indicated types of motives as successive stages in the development of learning motivation. This problem is central in the study of both educational activities and the personal sphere of the student. There is also a kind of internalization here. Its specificity is as follows: “external” and “internal” are determined in relation not to the actor, but to his very activity. A typical starting point for this movement is when the student is performing some activity. He is guided by the desire to realize a goal that is external in relation to the main subject content of this activity, not naturally connected with it. The final point is the performance of this activity for the sake of its "internal" purpose. This is the achievement of “shifting the motive to the goal”, about which A.N. Leontiev.

Above, two different (subjective) concepts of the motive of activity were singled out. The subject of the learning activity should not only be aware of what benefits he can get from mastering the desired knowledge and skills, but he should be in a state of actual motivation. The content of the first, motivational stage, singled out in the theory of the stage-by-stage formation of mental actions, should be considered not so much the creation as the actualization of the motives associated with this activity that were formed earlier. The creation of learning motives is included in the preparatory component of learning activity, which provides the ability to learn, while their actualization should already be attributed to the area of ​​functioning of prepared structural moments or to the main component of learning activity - learning.

The student's attitude to learning gives a primary idea of ​​the predominance and effect of certain learning motives. There are several stages of the student's involvement in the learning process:

Negative attitude

Indifferent (or neutral)

Positive - I (amorphous, undivided),

Positive - 2 (cognitive, initiative, conscious),

Positive - 3 (personal, responsible, effective).

Negative attitude to learning: poverty and narrowness of motives, weak interest in success, focus on evaluation, inability to set goals, overcome difficulties rather than study, negative attitude towards educational institutions, towards teachers.

Indifferent attitude to learning: the characteristics are the same, it implies the presence of abilities and opportunities to achieve positive results with a change in orientation; capable but lazy student.

Positive attitude to learning: a gradual increase in motivation from unstable to deeply conscious, and therefore especially effective; the highest level is characterized by the stability of motives, their hierarchy, the ability to set long-term goals, to foresee the consequences of their educational activities and behavior, to overcome obstacles to achieving the goal.

CONCLUSION

An analysis of theoretical sources has shown that at present there is a growing interest in the problem of the effectiveness of vocational education. One of the promising directions in this regard is the formation of educational motivation of students. Educational motivation of activity is a complex psychological phenomenon, the management of which in the educational process requires taking into account its structural organization, dynamism. Learning motivation is characterized by stability, connection with the level of intellectual development and the nature of learning activities. The study of the motivational sphere of students is impossible without taking into account the peculiarities of the ontogenetic development of the personality, that is, without taking into account the psychological characteristics of this age. At this time, the motivational structure undergoes a change from adequacy, meaningfulness, ability to understand to targeted behavior, originality, creativity, philanthropy, responsibility.

According to the synergistic approach, the result of the formation of positive learning motivation should be the desire for self-development and self-improvement among students, that is, the transition of a controlled system into a functional one. Thus, the main task of the teacher is to organize such a learning environment in which the mechanisms of interested independent self-organization of the learning system are launched.

LIST OF USED SOURCES:

1. Epifanova, S. Educational motivation formation / S. Epifanova // Higher education in Russia. - 2000. - No. 3. - 106-107 p.

2. Zhuravlev, D. Motivation and learning problems / D. Zhuravlev // Public education. - 2002. - No. 9. - 123-130 p.

3. Zenina, S.R. Psychological factors in the formation of educational and professional activities of university students: abstract of diss. cand. psychol. Sciences: - M., 2009. - 23 p.

4. Winter, I.A. Pedagogical psychology. - M.: Logos, 2003. - 384 p.

5. Ilyin, E.P. Motivation and motives. - St. Petersburg: Peter, 2006. - 512 p.

6. Klimov, E.A. Psychology of professional self-determination: - M.: Academy Publishing Center, 2004. - 304 p.

7. Lyakh, T.I. Experience in the experimental formation of a personally significant motive of learning / - Tula: publishing house Tul. state ped. un-ta im. L.N. Tolstoy, 2004. - 133 p.

8. Lyakh, T.I. Pedagogical psychology: - Tula: publishing house Tul. state ped. un-ta im. L.N. Tolstoy, 2005. - 295 p.

9. Makarova, I.V. Teacher-psychologist: basics of professional activity / I.V. Makarova, Yu.G. Krylov. - Samara: Ed. Bahrakh house, 2004. - 288 p.

10. McClelland, D. Human motivation / - St. Petersburg: Peter, 2007 - 672 p.

11. Maklakov, A.G. General psychology: - St. Petersburg: Peter, 2008. - 583 p.

12. Ovchinnikov, M.V. The dynamics of the motivation of the teaching of students of a pedagogical university and its formation: Abstract of ... diss. cand. psychol. Sciences: - Yekaterinburg, 2008. -26 p.

13. Popova A.Yu. Psychological conditions for the development of motivation for the professional teaching of psychology students: Abstract of ... diss. cand. psychol. Sciences: - M., 2004. -30 p.

14. Smirnov, S.D. Pedagogy and psychology of higher education: from activity to personality: - M.: Academy Publishing Center, 2003. - 256 p.

15. Sonin, V.A. Psychodiagnostic knowledge of professional activity / - St. Petersburg: Rech, 2004. -61 p.

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