The problem of motivation of educational activity 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, managing the motivation of learning (or rather, the motivational-required sphere of learning) allows you to manage the educational process, which seems to be very important for achieving its success.
Numerous studies have been devoted to the study of learning motivation, the results of which are described in the works of B.G. Ananiev, V.G. Aseeva, L.I. Bozhovich, P.Ya. Galperin, V.V. Davydova, A.N. Leontiev, D.A. Leontiev, A.K. Markova, N.A. Menchinskaya, E.Yu. Patyaeva, D.B. Elkonina, V.A. Yakunin and others.
Learning motivation is defined as a particular type of motivation included in the activity of learning, learning activity. Being the first component of the structure of educational activity (let us recall motivation as the first mandatory stage in the gradual formation of mental actions by P.Ya. Galperin), motivation is an essential characteristic of the subject of activity itself.
Learning motivation is determined by a number of factors: the educational system, the educational institution where learning activities are carried out; organization of the educational process; subjective characteristics of the student (age, gender, intellectual development, abilities, level of claims, self-esteem, his interaction with other students, etc.); subjective features of the teacher and, above all, the system of his relations to the student, to the case; the specifics of the subject.
Educational motivation is systemic and is characterized by direction, stability and dynamism.
E.Yu. Patyaeva separates the types of learning motivation based on different types of learning situations.
The motivation for a given learning is based on the actions the learner has been told to perform. The given doctrine is typical for "performers" who are not able to independently determine the general direction of their actions, reflect on the grounds for their actions and the actions of another, and carry out productive interaction with others.
The motivation of spontaneous learning is based on the student's actions "at will", based on his natural curiosity. According to E.Yu. Patyaeva, this type of teaching can turn out to be unstable and unsystematic, since it does not teach you to set certain goals and achieve them, to overcome difficulties on the way to achieving them.
A special type of motivation is characterized by self-determined learning activity. The student's ability to self-determination includes awareness of their motives and values, the ability to make decisions in a situation of conflict of motives and feelings, formulate their position, justify and defend it, make decisions based on different positions, act arbitrarily and purposefully.
There are also positive and negative cognitive motivations associated with the awareness of the negative consequences that may arise in connection with the performance and non-performance of a certain action.
When studying learning motivation, the question of the types of learning motives becomes the central question.
The motive of learning is understood as the focus of the activity (activity) of the student on certain aspects of educational activity. There are several classifications of learning motives. According to L.I. Bozhovich, the motives of learning are divided into external (not related to the educational process) and internal (derivatives from various characteristics of learning). A.N. Leontiev singles out "stimulus motives" and "meaning-forming" motives. “Some motives, inducing activity, at the same time give it a personal meaning; we will call them sense-forming motives. Others coexisting with them, acting as motivating factors (positive or negative) - sometimes acutely emotional, affective - are deprived of a meaning-forming function; we will conditionally call such motives motives - incentives ”(A.N. Leontiev). Also A.N. Leontiev divides the motives of the doctrine into “known” (“understood”) and “actually acting”.
The most complete classification of learning motives was proposed by A.K. Markova. She distinguishes two groups of learning motives: cognitive motives and social motives.
Cognitive motives are aimed at the process of cognition, increasing the effectiveness of its results - knowledge, skills, as well as methods of cognition and the acquisition of knowledge, methods and techniques of educational work, and increasing the effectiveness of these methods and methods of cognition. Their levels: broad cognitive motives - focus on knowledge; educational and cognitive - focus on ways of obtaining knowledge; motives of self-education - focus on ways of independent replenishment of knowledge.
Social motives characterize the student's activity in relation to certain aspects of interaction with another person in the course of learning, to the results of joint activities and methods of these interactions, to increasing the effectiveness of the results and methods of these interactions. Their levels: broad social motives - duty, responsibility; narrow social or positional motives - the desire for the approval of others; the motives of social cooperation are the desire to master the ways of interacting with other people.
A number of researchers (L.I. Bozhovich, P.M. Yakobson) postulate the need for the presence of both components (cognitive and social motives) for the effectiveness of learning activities.
General trends in the development of ideas about the motivation of learning in Russian psychology consist in a gradual transition from an undifferentiated to a differentiated understanding of the motivation for learning; from the idea of a motive as an "engine" that precedes an activity, to its definition as an important, internal psychological characteristic of the activity itself. A differentiated approach involves the allocation of meaningful and dynamic characteristics that the studied psychological motivation possesses.
A.K. Markova highlights the content and dynamic characteristics of the motive of learning:
dynamic characteristics: stability; expressiveness and strength; switchability; emotional coloring; modality.
Another trend in the study of learning motivation is a formative approach that involves determining the conditions that affect the formation of the learning motive in the aggregate of its content and dynamic characteristics.
Starting studies at a university, a former student is faced with a number of changes: firstly, the level of external control over the student's activities is sharply reduced; secondly, the structure of the educational activity itself is changing - the motives of the study are supplemented and closely intertwined with professional motives; thirdly, there is an entry into a new social community - "students". In the light of such changes, the question of the motivation of students' educational activities becomes especially important.
Different authors name different motives for entering a university, which largely depends on the angle of studying this issue, the socio-economic situation in the state. 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.
In the motivation of students' learning activities, the actual educational and professional components are constantly combined. In this regard, in the structure of the teaching, it is possible to single out the actual motives of the teaching and professional motives as "internal motives that determine the direction of a person's activity in professional behavior in general and the orientation of a person to different aspects of professional activity itself" . Professional motives are also defined as "motives that move the subject to improve their activities - its methods, means, forms, methods, etc.", "growth motives that implement the focus on production rather than consumption" .
Within the framework of the activity approach D.B. Elkonin and V.V. Davydov, the basic activity of students is educational and professional. Her motivation, according to T.I. Lyakh, includes two groups of motives: educational-professional and social. Each of these groups goes through three levels in its development. Levels of formation of educational and professional motives (from the lowest to the highest): wide educational and professional; educational and professional; motive of professional self-education. Levels of formation of social motives for educational and professional activities at the university (from the lowest to the highest): a broad social motive; narrow social, positional motive; motives for professional cooperation. By the end of their studies at a pedagogical university, senior students, under the influence of the system of educational work of the university, should develop motives for professional self-education from the group of educational and professional motives, and motives for professional cooperation from the group of social motives.
Research conducted by A.N. Pechnikov, G.A. Mukhina, showed that the leading educational motives of students are "professional" and "personal prestige", less significant are "pragmatic" (to receive a diploma of higher education) and "cognitive". True, on different courses, the role of dominant motives changes. 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, at the first stage of the transition of an applicant to student forms of life and education, singles out the prestigious one as the leading motive (asserting oneself in the status of a student), in second place is cognitive interest, and in the third place is a professional and practical motive.
F.M. Rakhmatullina did not study the motive of "prestige", 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 the 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. Weissman observed the dynamics of change from the 1st to the 4th year of the 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. Weissman found 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.
On the basis of the general motivation of educational activity (professional, cognitive, pragmatic, social-public and personal-prestigious), students develop a certain attitude towards different academic subjects. It is determined by: the importance of the subject for professional training; interest in a particular branch of knowledge and in this subject as part of it; the quality of teaching (satisfaction with classes in this subject); a measure of the difficulty of mastering this subject based on one's own abilities; relationship with the subject teacher. All these motivators can be in a relationship of interaction or competition and have a different impact 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 also make it possible to establish the motivational tension in this subject, i.e. the sum of the components of the motive of educational activity: the more components determine this activity, the greater its motivational tension.
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, cannot lead to significant academic success (A. A. Rean).
Awareness of the high importance of the learning motive for successful learning led to the formation of the principle of motivational support for the educational process (O.S. Grebenyuk). The importance of this principle stems from the fact that in the process of studying at a university, the strength of the motive for learning and mastering the chosen specialty decreases. According to A.M. Vasilkov and S.S. Ivanov, obtained during the surveys of cadets of the military medical academy, the reasons for this are: unsatisfactory prospects for work, 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.
A.I. Gebos identified factors that contribute to the formation of a positive motive for learning among students: awareness of the immediate and final goals of learning; 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.
Chapter 1 Conclusions
An analysis of the literature showed that there is no unity of views either in understanding the essence of motivation, its role in regulating behavior, or in understanding the relationship between motivation and motive. Ilyin E.P. understands motivation as a dynamic process of motive formation, and motive as a complex integral (systemic) psychological formation that induces conscious actions and deeds and serves as a basis (justification) for them. Many researchers understand learning motivation as a particular type of motivation included in the activity of learning, learning activity, and the motive for learning is understood as the orientation of the student's activity (activity) towards certain aspects of learning activity.
The level of development of the motivational sphere of a student depends on the methods, conditions and means of university education, awareness of one's own meaning of learning, subject-reflexive attitude to learning, subjective activity and subjective attitude. Qualitative features of the development of the motivational sphere of the student's personality depend on the identification of the image of I, the image of the world, the image of future professional activity, self-esteem and reflection. The motivational sphere of personality is determined by activity. In order for activity to become a component of development and self-development, it is important not only to deeply understand the nature of its content, but also to constantly improve the motivational side of the personality. Deep knowledge and understanding of the motivational sphere can ensure success, direct the activity of the student's personality in the right direction for its development.
Peretyagina E.V., lecturer
ChPOU TOSPO "Tyumen College of Economics,
management and law"
Personal qualities of a person are formed under the influence of the surrounding society. In the modern world of technological progress, students of secondary vocational schools experience constant information overload. Every day a student receives a colossal amount of information, but only the necessary, interesting for him is stored in his memory. Modern education raises the question of forming the student's motivation for learning.
Lack of motivation to study is one of the main reasons for failure in class. Motivation- processes that determine movement in the direction - towards the goal, as well as factors (external and internal) that affect the activity or passivity of behavior. Human actions come from certain motives and are aimed at certain goals.
motive It is what motivates a person to take action. Without knowing the motives, it is impossible to understand why a person strives for one and not another goal; therefore, it is impossible to understand the true meaning of his actions.
Learning motivation determined by a number of factors specific to this activity:
- firstly, - the educational system itself, the educational institution where educational activities are carried out;
- Secondly, - organization of the educational process;
- third, - subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem);
- fourthly, - the subjective characteristics of the teacher and, above all, the system of his attitude to the student, to the case;
- fifth, - the specifics of the subject.
Motivation performs several functions: encourages behavior, directs and organizes it, gives it personal meaning and significance. The presence of several functions of motivation shows that motivation not only precedes behavior, but is constantly present at all its stages, in all its links. The unity of these three functions ensures the regulatory role of motivation in behavior. Moreover, the third - "sense-forming" function is specifically human and is of central importance for the nature of the motivational sphere. The manifestations of other functions also depend on the meaning of educational activity for this particular student: motivating and guiding. And this, in turn, means that both the motivating force of learning motives (severity, intensity, duration, stability, emotional coloring) and their role in the actual organization of learning activity depend, first of all, on the formation of the meaning-forming function of learning motivation.
cognitive interest in the most general definition, it can be called the selective orientation of a person to the knowledge of objects, phenomena, events of the surrounding world, activating mental processes, human activity, his cognitive abilities. Having a special relationship with the fundamental activity of teaching and learning (teaching and teaching), cognitive interest appears in the educational process in its various manifestations (modifications).
Cognitive interest as a means of learning. Cognitive interest is a multi-valued phenomenon, therefore, it can influence the processes of education and upbringing by its various aspects. In pedagogical practice, cognitive interest is often considered only as an external stimulus of these processes, as a means of activating the cognitive activity of students, an effective tool for the teacher, allowing him to make the learning process attractive, to highlight in learning precisely those aspects that can attract the involuntary attention of students, will force them to activate their thinking. “The deadly sin of a teacher is to be boring” (Herbart). This aphorism often determines the teacher's understanding of the place of cognitive interest in learning, which he considers as a tool for enlivening the learning process.
Cognitive interest as a motive for learning activities. Cognitive interest is a strong motive for teaching, which, drawing from the outside world for itself “building material”, gradually generalizing in similar situations, becomes a stable formation of the personality itself, a powerful motivating force for her and individual actions. Cognitive interest always has its own subject, it clearly expresses the focus on a specific subject area, for a deeper knowledge of which the student seeks. For the formation of motives, external influences are not enough. Motives should be based on the needs of the individual. Only that which for the personality itself represents necessity, value, significance, is fixed and affirmed in the motive. Cognitive interest becomes the most valuable motive for cognitive activity, if the student shows readiness, a desire to improve his cognitive activity, his teaching. As a motive for learning, cognitive interest has a number of advantages over other motives that can exist together and along with it (collective, professional, broad social motives). Recently, however, another perspective has emerged to consider the dependence of interest in learning on motivation. This new attempt to find the mechanisms of student learning is based on the fact that the motivational sphere is the core of the personality: it determines the style of behavior and the effectiveness of activity. Motivation analysis makes it possible to judge personality with greater certainty. This once again confirms that motivation creates the basis for the orientation of the individual.
The Problem of Motivation in secondary vocational schools is very relevant. With the development of science and technology, man himself develops, his needs grow, his views change. In this regard, curricula and manuals are constantly being improved, there is a continuous development of methods and techniques, and the development of equipment for the educational process. Motivational activity plays an important role in the formation of a student's personal qualities. Cognitive interest, constantly functioning in the student's activity, interacting with motives, stable ways of behavior, becoming more and more fixed, becomes a stable trait of a person's character, his personality. The process of formation of motivation for learning is complex and lengthy. It was studied by many domestic and foreign scientists. This is a vast area that requires constant study and improvement.
Bibliography:
1. Bozhovich L.I. Problems of personality formation.- M .: Moscow Psychological and Social Institute, Voronezh: NPO "MODEK", 2009.-
2. Leontiev A.N. Activity. Consciousness. Personality.- M.: Meaning, Academy, 2008.- 352 p.
3. Markova A.K. Formation of learning motivation. [Text] / M.: A.K. Markova.- M.: Ed. "Pedagogy", 1990.- 96 p.
4. Skatkin M.N. Problems of modern didactics. [Text] / M.N. Skatkin.- M.: Ed. "Pedagogy", 1984.- 96 p.
5. Psychological dictionary. // Ed. A.V. Petrovsky. M.: Enlightenment, 1990.-494 p.
6. Hekhauzen H. Motivation and activity. - St. Petersburg: Peter, M.: Meaning, 2008. - 860 p.
Federal Agency for Education
State educational institution
higher professional education
"Samara State University"
Faculty of Sociology
Department of Sociology and Political Science
Specialization social psychology
Graduate work
Features of motivation of educational activity of students of humanitarian faculties
Introduction
2.2 Interpretation and analysis of testing and questioning the motives of educational activity of students of the humanities faculties
Conclusion
List of sources used
Introduction
The relevance of research. The education system, including higher education in the humanities, is currently experiencing certain difficulties. It faces acute problems that are a consequence of the deep reforms being carried out in the country. The political, socio-economic, and organizational transformations taking place in society require significant changes in the training of future specialists.
Modern society needs people with a high level of general development, with a high level of professionalism, initiative and enterprise, and creative abilities. This predetermines the restructuring of the learning process as a whole and each of its aspects, especially the motivational one. It is known that the basis of successful educational activity of any student is a high level of motivation for this type of activity.
The problem of teaching motivation appeared when a person realized the need for targeted training of the younger generation and began such training as a specially organized activity.
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 (L.I. Bozhovich, V.F. Morgun, G.I. Ibragimov, V.S. Ilyin, Sh.A. Amonashvili, M.V. Matyukhina, A.K. Markova, etc.)
The importance of solving the problem of motivation of educational activity is determined by the fact that the motivation of learning 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. Diagnosis and correction of learning motivation, as the basis for solving the problem of learning motivation, is an urgent task for psychologists - specialists in the field of education.
The problem is to determine the characteristics of students' motivation that would best contribute to the maximum development and maturation of personality and realization.
It is necessary to agree with A.K. Markova that the formation of learning motives is the creation of conditions at the university for the emergence of motivations for learning (motives, goals). It is known that students are motivated to study by a whole complex of motives. However, university teachers, having recommendations on the formation of individual motives (interest in the subject, duty as a motive for learning, etc.), do not pay attention to other motives for learning.
Despite a significant number of studies devoted to the motivation of educational activities of students of higher educational institutions, it should be noted that the peculiarities of the motivation of students of humanitarian faculties have not been studied. In addition, when applying to universities and in the process of educational activities, such an important factor as the type of personality, which determines its strengths and weaknesses, is not taken into account.
The degree of knowledge. The successes of domestic and foreign psychology, sociology, pedagogy, medicine and other sciences have created the necessary conditions for developing the problem of motivation for learning activities. Of great importance in this regard are works on the development of methodological, philosophical concepts about the essence of personality, about the social and activity conditionality of its properties and qualities (K.A. Abulkhanova-Slavskaya, B.G. Ananiev, L.I. Antsiferova, L.P. .Bueva, L.S. Vygotsky, I.S. Kon, H. Hekhauzen A.N. Leontiev, S.L. Rubinshtein, V.V. Chudnovsky, E.G. Yudin and others).
Serious progress has recently been made in the field of revealing the biosocial nature of man (N.P. Dubinin, B.F. Lomov, V.F. Serzhantov, P.V. Simonov, etc.). This made it possible to significantly update the scientific arsenal of psychological and pedagogical research, to penetrate more deeply into the mechanisms of personality formation in the process of psychological and pedagogical guidance of its development.
Significantly expanded the possibilities of pedagogical search in the field of motivation of the study of the motivating forces of the activity of a developing personality, the nature of motives, dependencies that determine their transformation and development (V.G. Aseev, L.I. Bozhovich, Ilyin E.P., A.G. Kovalev , A.N.Leontiev, V.S.Merlin, K.Obukhovsky, Z.I.Ravkin, Sh.T.Chkhartishvili, H.Hekhauzen and etc.).
Currently, there are a large number of motivation theories that reflect different views on such phenomena as need, need, motive, motivation, interests, inclinations, etc.
In our country, such well-known psychologists as A.F. Lazursky, N.N. Lange, A.N. Leontiev , S.L. Rubinshtein , L.S. Vygotsky was the first who began to study the question of the formation of arbitrary motivation. A huge contribution to the development of motivation for educational activity was made by L.I. Bozovic, A.K. Markova .
Recently, the problem of motivating the educational activity of student youth has begun to be identified. As one of the leading personal formations, motives, being an important regulator of activity, determine the direction of the student's activity, the stability of his behavior and moral formations. As the research results show, the interest in teaching among university students is falling from year to year. Only 58.4% of students have a sufficiently developed interest in learning. Moreover, there is a pronounced downward trend in this indicator from the first to the third course. The consequence of such a decrease in students' interest in learning is their rather low activity in the learning process.
The development of students' motivation for learning activities should be manifested in the actualization of cognitive motives, motives for mastering a profession and self-realization, the priority of these motives in the hierarchical structure of motivation.
Knowledge of the psychological type allows you to successfully choose a suitable specialty, shows effective ways to achieve success, and allows you to avoid unnecessary difficulties.
The problem of motivation does not have an unambiguous solution; the basic concepts of “motive” and “motivation” are considered from different theoretical positions in the studies of L.I. Antsyferova, V.G. Aseeva, L.I. Bozhovich, A.V. Brushlinsky, P.Ya. Galperin, B.I. Dodonova, E.P. Ilyin, K. Levin, V.I. Kovaleva, A. Maslow, S.L. Rubinstein, N.F. Talyzina, X. Hekhauzen, and others.
Highly appreciating the contribution of domestic and foreign scientists and their scientific, methodological and practical results, it should be noted that at present the problem of motivating the educational activities of students of the humanities faculties requires their study and systematization. The research problem determined the object, subject and goals of the research.
Subject of study:motivation of educational activity of students of humanitarian faculties.
Object of study: the objects of this study are: students of humanitarian faculties, aged 17-25 years old, studying at 1,3,5 courses of philological, historical and law faculties of Samara State University.
Purpose of the study: revealing the peculiarities of motivation of educational activity of students of humanitarian faculties.
Research objectives :
1. Analysis of the concepts of "motives and motivation";
3. Selection of research instruments
4. Conducting an empirical study.
5. Analysis of the results of the study.
Work structure: the thesis consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.
Chapter 1 Theoretical and methodological foundations of motivation for learning activities
1.1 Comparative analysis of subject-methodological approaches to the study of the concepts of "motive" and "motivation"
The psychology of motivation is one of the most important branches of psychological science. Numerous studies have been carried out that have led to the creation of various theories of motivation and have made a great contribution to the study of specific types of motives.
The origins of the main directions of the study of motivation in foreign psychology as a whole originate in the theory of evolution of Ch. Darwin (1859). This theory radically revised the opposition between the rationality and free will inherent in man and the machine-like, instinctive behavior of animals, affirming the existence of a historical connection between the development of man and animals.
The theory of Charles Darwin became the basis for the development of three approaches to the development of the problem of motivation.
1. The first approach treated man as a higher animal. This led to the conclusion that the development of intelligence in humans has prerequisites in animals, therefore, modern animal species must have the rudiments of intelligence. Thus, animal behavior studies were started. I.P. Pavlov (1909) and E. Thorndike (1911) had the greatest influence on the development of this approach. They laid the foundations of the associative direction in the study of motivation. I.P. Pavlov founded the line of activation psychology, E. Thorndike - the line of learning psychology, which became the central problem of behaviorism.
Behaviorists consider the subject of psychology not the psyche, but behavior, the motives of which are understood as the cause of the body's bodily reactions in response to external influences - incentives.
In neobehavioristic concepts, the concepts of "drive" (the motive power or primary animal urges), "need" appear. They seek to explain the activity of humans and animals when there is clearly no external stimulation. However, the concepts of "need", "drive" and "motive" are incorrectly identified or differ slightly.
Motivation is understood as a general term for the activity of the body, only energizing and activating properties are distinguished in it, and in general, it is conditioned only from the inside, mainly by organic needs, drives. It is important to note that the study of motivation, as a rule, was carried out on animals and then mechanically transferred to humans.
2. The second approach was based on the existence of common biological roots between humans and animals. This led to the conclusion that the instinctive tendencies inherent in animals also take place in humans.
This provision has been implemented in two directions.
The first direction is the theory of instinct by W. McDougall (1908). McDougall considered instinct the only category associated with motivation, considering it as an innate motivator.
The motive, according to McDougall, arises only in a person and appears at the level of a conscious reflex action. Later, McDougall (1932) replaced the concept of "instinct" with a less definite concept of "inclination", which he understood as a form of purposeful activity, including cognitive, emotional, behavioral, incentive components in its structure. The term "motivation" literally means "what causes movement", i.e. In a broad sense, motivation can be viewed as a factor (mechanism) that determines behavior.
The second direction belonging to the approach under consideration is the study of human motivation itself. Z. Freud (1900, 1915), N. Akh (1910), K. Levin (1926, 1935) had the greatest influence on the development of this direction.
3. The third approach - the presence of intraspecific variability prompted the study of individual differences. Initially, these were studies conducted to measure individual characteristics in humans (F. Galton, A. Binet, V. Stern). In the study of motivation, this approach was implemented in the works of G. Murray (1938), G. Allpore (1937), J. Atkinson (1966,1970), D. McCleland (1961), D. Cattell (1950), A. Maslow (1954) and others.
Motivation and need should not be confused. Needs are by no means always transformed into motivational excitations; at the same time, it is impossible to satisfy the corresponding needs without proper motivational excitation. In many life situations, the existing need for one reason or another is not accompanied by a motivational impulse to act. Figuratively speaking, the need speaks of “what the body needs”, and motivation mobilizes the body’s forces to achieve the “necessary”.
The need, growing into motivation, activates the central nervous system and other body systems. At the same time, it acts as an energy factor (“blind force”, according to I.P. Pavlov), which induces the body to a certain behavior.
Motivational excitation can be considered as a special, integrated state of the brain, in which, on the basis of the influence of subcortical structures, the cerebral cortex is involved in the activity. As a result, a living being begins to purposefully look for ways and objects to satisfy the corresponding need.
The essence of these processes was clearly expressed by A.N. Leontiev in the words: "motivation is an objectified need, or" purposeful behavior itself ".
A special question is what is the mechanism of the development of need into motivation. In relation to some biological needs (hunger, thirst), this mechanism is associated with the principle of homeostasis. According to this principle, the internal environment of the body must always remain constant, which is determined by the presence of a number of unchanged parameters (hard constants), the deviation from which leads to severe disruption of life. Examples of such constants are: blood glucose level, oxygen content, osmotic pressure, etc.
As a result of a continuously ongoing metabolism, these constants can shift. Their deviation from the required level leads to the activation of self-regulation mechanisms that ensure the return of the constants to the initial level. To some extent, these deviations can be compensated for by internal resources. However, internal possibilities are limited. In this case, processes are activated in the body aimed at obtaining the necessary substances from the outside. It is this moment, characterizing, for example, a change in an important constant in the blood, that can be considered as the emergence of a need. As internal resources are depleted, demand gradually increases. Upon reaching a certain threshold value, the need leads to the development of motivational excitation, which should lead to the satisfaction of the need from external sources.
The need ceases to be motivation only upon reaching a certain level, when this conditional threshold is exceeded, a person, as a rule, cannot ignore the growing need and motivation subordinate to it.
In any motivation, it is necessary to distinguish between two components: energy and directing.
The first reflects the measure of the tension of the need, the second reflects the specificity or semantic content of the need. Thus, motivations differ in strength and content.
· In the first case, they vary in the range from weak to strong.
In the second, they are directly related to the need they are aimed at satisfying.
Accordingly, just like needs, motivations are usually divided:
1. Lower (primary, simple, biological)
2. Higher (secondary, complex, social).
Examples of biological motivations are hunger, thirst, fear, aggression, sexual desire, care for offspring. Biological and social motivations determine the vast majority of forms of purposeful activity of living beings.
Due to the diversity, different needs often coexist simultaneously, prompting the individual to different, sometimes mutually exclusive styles of behavior. For example, the need for security (fear) and the need to protect one's child (maternal instinct) can compete sharply. That is why a kind of “struggle” of motivations and the alignment of their hierarchy often take place.
In the formation of motivations and their hierarchical change, the dominant principle, formulated by A.A. Ukhtomsky (1925). According to this principle, at each moment of time, that motivation dominates, which is based on the most important biological need. The strength of the need, i.e. the magnitude of the deviation of physiological constants or the concentration of the corresponding hormonal factors is reflected in the magnitude of the motivational excitation of the structures of the limbic system and determines its dominant character.
The conservative nature of the dominant is manifested in its inertness, stability and duration. This is its great biological meaning for an organism that seeks to satisfy this biological need in a random and constantly changing external environment. In the physiological sense, this state of the dominant is characterized by a certain level of excitability of the central structures, which ensures their high responsiveness and "sensibility" to various influences.
The dominant motivational excitation that induces a certain goal-directed behavior persists until the need that caused it is satisfied. At the same time, all extraneous stimuli only increase motivation, and at the same time, all other activities are suppressed. However, in extreme situations, the dominant motivation has the ability to transform its orientation, and, consequently, to reorganize a holistic behavioral act, due to which the body is able to achieve new results of purposeful activity that are inadequate to the initial need. For example, the dominant created by fear, in exceptional cases, can turn into its opposite - the dominant of rage.
Maryutina T.I. and Kondakov I.M. describe the following mechanisms of motivation.
1. Neural mechanisms of motivation. Excitation of motivational subcortical centers is carried out according to the trigger mechanism: when it arises, it accumulates, as it were, to a critical level, when nerve cells begin to send certain discharges and maintain such activity until the need is satisfied.
Motivational excitation enhances the work of neurons, the degree of dispersion of their activity, which is manifested in the irregular nature of the impulse activity of neurons at different levels of the brain. Satisfying a need, on the contrary, reduces the degree of variation in neuronal activity, turning the irregular activity of neurons at different levels of the brain into regular activity.
Dominant motivation is reflected in the characteristic distribution of interstimulus intervals in neurons in various parts of the brain. At the same time, the distribution of interstimulus intervals for various biological motivations (for example, thirst, hunger, etc.) is of a specific nature. However, in almost any area of the brain, one can find a significant number of neurons with a distribution of interstimulus intervals specific for each motivation. The latter, according to K.V. Sudakov, allows us to talk about the holographic principle of reflecting the dominant motivation in the activity of individual structures and elements of the brain.
2. Physiological mechanisms of motivation. The first ideas about the physiological nature of motivations were based on the interpretation of signals coming from peripheral organs. At the same time, it was believed that motivations arise as a result of the body's desire to avoid unpleasant sensations that accompany various motives. For example, an animal quenches thirst to get rid of dryness in the mouth and throat, eats food to get rid of the muscle contractions of an empty stomach, and so on.
3. Theories have been put forward in which the main attention was paid to humoral factors of motivation. Thus, hunger was associated with the emergence of the so-called "hungry blood", i.e. blood with a significant deviation from the usual difference in glucose concentration. It was assumed that the lack of glucose in the blood leads to "hungry" contractions of the stomach. Thirst motivation has also been assessed as a consequence of a change in plasma osmotic pressure, or a decrease in extracellular water in tissues. Sexual desire was put in direct proportion to the level of sex hormones in the blood.
Experimentally, for example, it was found that in the lateral hypothalamus there is a hunger center that encourages the body to search for and eat food, and in the medial hypothalamus there is a satiety center that limits food intake. Bilateral destruction of the lateral nuclei in experimental animals leads to food refusal, and their stimulation through implanted electrodes leads to increased food intake. The destruction of some parts of the medial thalamus leads to obesity and increased food intake.
However, the hypothalamic structures cannot be considered as the only centers regulating motivational excitation. The first instance, where the excitation of any motivational center of the hypothalamus is addressed, is the limbic system of the brain. With increased hypothalamic excitation, it begins to spread widely, covering the cerebral cortex and the reticular formation. The latter has a generalized activating effect on the cerebral cortex. The frontal cortex performs the functions of building behavioral programs aimed at satisfying needs.
It is these influences that form the energy basis for the formation of purposeful behavior to meet urgent needs.
There are several theories of motivation, consider the most important for our study.
1. The most complete psychophysiological description of behavior is given by the theory of functional systems (FS) by P.K. Anokhin. According to the FS theory, unmotivated behavior does not exist. Motivation activates the work of the FS, primarily the afferent synthesis and the acceptor of the results of action. Accordingly, afferent systems are activated (sensory thresholds decrease, orientation reactions increase) and memory is activated (images-engrams of memory necessary for search activity are updated).
Motivation creates a special state of the FS "pre-launch integration", which ensures the body's readiness to perform the corresponding activity.
Thus, motivation turns out to be an essential component of the functional system of behavior. It represents a special state of the organism from the beginning of a behavioral act to obtaining useful results and determines the purposeful behavioral activity of the organism and the nature of its response to external stimuli.
2. The theory of drive reduction proposed by K. Hull (Hull, 1943), back in the middle of the 20th century, argued that the dynamics of behavior in the presence of a motivational state (drive) is directly due to the desire for a minimum level of activation, which provides the body with stress relief and sensation rest. According to this theory, the body seeks to reduce excess stress caused by motivational drive.
However, as further studies have shown, the desire to reduce the drive is not the only factor that determines behavior. Drive reduction cannot explain all kinds of behavior aimed at finding new additional stimulation.
Individual differences in such a personality trait as extraversion - introversion are described by G. Eysenck (Eysensk, 1985). They depend on the features of the functioning of the ascending reticular activating system. This structure controls the level of activation of the cerebral cortex.
G. Eysenck argues that in silence (for example, when working in a library), extroverts need to do something (talk to others, listen to music on headphones, take breaks). Since introverts, on the other hand, are highly activated, any further increase in activation level is unpleasant for them.
3. It should be noted that need theories of motivation have a significant history of their existence. The scientific study of the reasons for the activity of man and animals, their determination, was initiated by the great thinkers of antiquity - Aristotle, Heraclitus, Democritus, Lucretius, Plato, Socrates, who mentioned "need" as a teacher of life.
Democritus, for example, considered need (need) as the main driving force, which not only set in motion emotional experiences, but made the human mind sophisticated, made it possible to acquire language, speech and the habit of work. Without needs, man could not get out of the wild state.
Heraclitus considered in detail the motive forces, drives, needs. In his opinion, needs are determined by the conditions of life, so pigs rejoice in mud, donkeys prefer straw to gold, birds bathe in dust and ashes, etc. Speaking about the connection between motive forces and reason, Heraclitus noted that every desire is bought at the price of "psyche", therefore, the abuse of lust leads to its weakening. At the same time, moderation in meeting needs contributes to the development and improvement of a person's intellectual abilities.
Socrates wrote that every person has needs, desires, aspirations. At the same time, the main thing is not what a person’s aspirations are, but what place they occupy in his life. A person cannot overcome his nature and get out of dependence on other people if he is not able to control his needs, desires and behavior. People who are not able to tame their impulses are slaves to bodily passions and external reality. Therefore, a person should strive to minimize needs and satisfy them only when they become really urgent. All this would bring a person closer to a god-like state, and he could direct the main efforts of the will and mind to the search for truth and the meaning of life.
In Plato, needs, desires and passions form a "lustful" or "lower" soul, which is like a herd and requires guidance from a "reasonable and noble soul."
Aristotle made a significant step forward in explaining the mechanisms of human behavior. He believed that aspirations are always associated with a goal in which an object is presented in the form of an image or thought that has a useful or harmful value for the organism. On the other hand, aspirations are determined by needs and the feelings of pleasure and displeasure associated with them, the function of which is to report and evaluate the suitability or unsuitability of a given object for the life of an organism. Thus, any volitional movement and emotional state that determines a person's activity have natural foundations.
Close to these views are the views of Lucretius. The sources of will, in his opinion, are desires arising from needs.
K. Helvetius considered passions to be the source of human activity. Physical or natural passions arise from the satisfaction or dissatisfaction of needs. The latter he identified with sensations.
The Dutch philosopher B. Spinoza considered affects to be the main motivating force of behavior, to which he attributed primarily drives associated with both the body and the soul. If attraction is realized, then it turns into desire.
Special importance, writes Ilyin E.P., was attached to needs as the main sources of human activity by the French materialists of the late 18th century. E. Condillac understood needs as anxiety caused by the absence of something that leads to pleasure. Due to needs, he believed, all mental and bodily habits arise.
P. Holbach also emphasized the certain role of needs in human life, but he did it deeper and more consistently, Ilyin believes. Needs, wrote Holbach, are the driving factor of our passions, will, mental activity. Through motives, which are real or imaginary objects with which the well-being of the organism is connected, needs activate our mind, feelings and will and direct them to take certain measures to maintain the existence of the organism. Man's needs are uninterrupted, and this circumstance is the source of his constant activity. P. Holbach, in his doctrine of needs, argued that external causes alone are sufficient to explain human activity, and completely rejected the traditional idea of idealism about the spontaneous activity of consciousness, cognitive, emotional and volitional activity.
Ilyin believes that N. G. Chernyshevsky assigned a large role to the needs in understanding human behavior. Only through them, he believed, can one understand the relationship of the subject to the object, determine the role of material and economic conditions for the mental and moral development of the individual. With the development of needs, he linked the development of cognitive abilities. Primary are organic needs, the satisfaction of which leads to the emergence of moral and aesthetic needs. Animals are endowed only with physical needs, which determine their behavior and mental life.
R. Woodworth also assigned a significant role in the mental activity of a person to the needs. Thanks to them, the body turns out to be sensitive to some stimuli and indifferent to others, which, thus, not only determines the nature of motor reactions, but also affects the perception of the surrounding world.
4. In the 20s and subsequent years of the twentieth century, theories of motivation appear in Western psychology, relating only to a person (K. Levin; G. Allporti and others). Here, along with organic, secondary (psychogenic) needs are identified that arise as a result of training and education (G. Murray). These include the need to achieve success, affiliation and aggression, the need for independence and resistance, respect and protection, dominance and attention, the need to avoid failure and harmful influences, etc.
G. Murray in his work "The Study of Personality" (1938) developed
questionnaire to identify individual differences in motives. The ability to identify individual differences in motives in advance opened the way for intensive research. D. McCleland and J. Atkinson in the 50s, on the basis of the "Thematic Apperception Test" by G. Murray, developed and validated an experiment to measure individual differences in motives. The motives of achievement, affiliation, and power were singled out and measured. The concept of “success motivation” was put forward, in which activity focused on achieving success is understood as the result of two opposite tendencies in the behavior of the individual - “striving for success” and “avoiding failure”. The concept of “subjective probability” of success or failure is introduced, due to which the content of the incentive value of the goal object is more clearly revealed, a clearer connection is established between the perceived level of difficulty and motivation. What is new in this theory is that it considers not reactions, but actions (including verbal ones).
Influencing incentives are transformed depending on the motives, their significance and evaluation. This determines the affective state and characteristics of actions. At the same time, the authors ignore the social determination of behavior, the socio-historical concepts of personality, calling the theory "ahistorical".
The representative of humanistic psychology A. Maslow also gave his classification of human needs. In his work "Motivation and Personality" he develops the concept of self-actualization of personality (1954,1957). According to Maslow, motives are determined by needs, which have several levels:
physiological needs;
the need for freedom and security;
· in love;
in achievements and recognition;
in self-actualization.
5. Ilyin E.P. argues that in the 20th century, the concept of "motivation" remains closely related to the concept of "need". At the same time, the need theories of motivation were opposed to the behaviorists' views on motivation, according to which behavior unfolds according to the “stimulus-response” scheme.
Behaviorists noted that the term "motivation" is too general and not scientific enough, that experimental psychology under this name actually studies needs, drives (drives), which are of a purely physiological nature. Behaviorists explain behavior through the stimulus-response scheme, considering the stimulus as an active source of the body's response. For them, the problem of motivation does not arise, since, from their point of view, the dynamic condition of behavior is the reactivity of the organism, i.e., its ability to respond in a specific way to stimuli. True, it is noted that the body does not always respond to an external stimulus, in connection with which a factor (called motivation) was introduced into the scheme, which explains the differences in reactivity.
“But again, this factor was reduced to purely physiological mechanisms: the difference in the sensitivity of the organism to a given stimulus, i.e., to the thresholds of sensations.” Based on this, motivation began to be understood as a state whose function is to lower the threshold of the organism’s reactivity to certain stimuli. In this case, the motive is considered as an energizer or sensitizer.
6. At the end of the last century, cognitive theories of motivation appeared. According to this concept, W. James singled out several types of decision-making (intention formation, striving for action) as a conscious deliberate motivational act. The objects of thought that delay or favor the final action, he calls the grounds or motives for the given decision. Cognitive theories of motivation led to the introduction of new motivational concepts into scientific use: social needs, life goals, cognitive factors, cognitive dissonance, values, expectation of success, fear of failure, level of claims.
In the second half of the 20th century, the motivational concepts of J. Rotter, G. Kelly, X. Hekhausen, J. Atkinson, D. McClelland appeared, for which the recognition of the leading role of consciousness in determining human behavior is characteristic.
A special merit in the development of the sociological research apparatus belongs to R. Cattell. He built a "dynamic lattice of aspirations" and singled out motivational dispositions of the "ergs" type (from the Greek ergon - energy, work), in which he saw a kind of biologically determined drives, and "engrams", the nature of which is contained not in the biological structure, but in the subject's life history.
In many foreign motivational concepts, decision-making becomes the central mental process that explains behavior.
7. A new stage of study (psychoanalytic theories of motivation), as Ilyin says, "determination of behavior" began at the end of the 19th century in connection with the emergence of Sigmund Freud's doctrine of the unconscious and human drives. In "I and It" Freud introduced a model of personality as a combination of three elements:
“It” is the unconscious. Represents the instinctive core of the personality, is primitive, impulsive, uses reflex reactions and primary ideas.
· "I" - conscious. It represents the rational part of the personality and is guided by the reality principle. Intermediary between "It" and the real world.
· "Super-I" - the area of social norms and moral attitudes. A kind of censorship, performs a "parental", controlling function.
He attributed a decisive role in the organization of behavior to the unconscious core of mental life, formed by powerful drives. Mostly sexual (libido) and aggressive, requiring direct satisfaction and blocked by the "censor" of the individual - "Super-I", i.e., social norms and values internalized in the course of the individual's socialization. If W. James's motivation was crucially associated with conscious decision-making (taking into account many external and internal factors), then 3. Freud and his followers assigned the decisive role in the determination of behavior to the unconscious, the suppression of whose urges by the "Super-I" ' leads to neuroses.
In the same direction, W. McDougall developed his theory, who believed that a person has eighteen instincts. He put forward a “hormic” concept, according to which the driving force behind behavior, including social behavior, is a special innate (instinctive) energy (“horme”), which determines the nature of the perception of objects, creates emotional excitement, and directs the mental and bodily actions of the body to the goal. . Each instinct has its own emotion, which from a short-term state turns into a feeling as a stable and organized system of dispositions - predispositions for action.
The works of McDougall gave a new impetus to the development of the problem of motivation in line with the theory of personality, substantiating the need to include certain motivational characteristics in the concept of personality.
However, for the purposes of our study, it is necessary to note the theory of "Psychological types" by Carl Gustov Jung, in which he shows and proves the existence of two basic mental attitudes or, more precisely, directions - "outside" and "inside" - extraversion and introversion, using many examples, respectively. In addition, Jung describes with the same thoroughness 4 mental functions - thinking, feeling, sensation and intuition. He developed all these concepts in great detail and in all possible combinations. In short, it all comes down to dividing people into 8 types, in accordance with the main focus and the most developed mental function.
Such an understanding is very primitive, since, in fact, the boundaries between types are blurred, and one must take into account not only the conscious attitude, but also the unconscious one. In addition, in different life situations, different functions may come to the fore, and, therefore, the psychological type is only a predisposition to the appropriate type of response and perception (adaptation), and not a rigid behavioral pattern. An extrovert in general can be an introvert in particular, and vice versa.
But the importance of Jung's typology should not be underestimated. For all its vagueness and changeability in particular, the type of person is very stable in general. You can once calculate your type and not doubt it until the age of 40, when all sorts of global transformations of the mental structure begin to occur.
Jung, relying on his sixty years of experience as a psychologist, saw that this structure is filled in different people in completely different ways. He classified stable, possibly innate differences in behavior, abilities of people, susceptibility to disease, and features of appearance.
Given these features, Jung described eight psychological personality types. He saw that some people are better at processing logical information (reasoning, inference, evidence), while others are better at processing emotional information (people's relationships, feelings). Some have more developed intuition (premonition, sense of time, perception in general, grasping ideas on the fly), others have more developed sensations (perception of external and internal sensory stimuli). As a result, Jung defined types: thinking, feeling, intuitive, sensing. Each of them can be an extrovert or an introvert.
Psychological functions are Jung's mechanisms for processing information by the human psyche. There are four such functions in total, in socionics they are given conditional names: logic, ethics, intuition, sensory.
Logic is a psychological function for processing information about the objective aspects of life, laws and technologies. Evaluates the information received according to the principle: right - wrong, appropriate - inappropriate.
Ethics in socionics is a function that processes information about people's feelings and emotions. Evaluates the received information according to the principle: good - bad.
Jung called intuition the psychological function of direct perception of reality, which collects small particles of information into a coherent picture. These particles are so small that their perception remains unconscious.
Sensory is a psychological function that processes information about physical irritation, health, comfort, strength. Perceives concrete facts, collects information here and now.
The rational, according to Jung, is reasonable, correlating with reason, corresponding to it. Information about the rational is processed with the help of evaluative functions: logic and ethics.
Irrational - based not on reason, but on a direct perception of reality. Information about the irrational is processed by the functions of intuition and sensorics. Jung's basis is the set of four basic dichotomies for each type:
Extraversion-introversion
Intuition - sensing
Thinking - emotions
irrationality-irrationality
Jung considered the optimal ratio of 70:30 for each of the dichotomies in healthy people. The relationship of various models of the psyche in different theories is shown in Table 1.
Table 1 - Communication of various models of the psyche
At work, a person is required to have competence, the ability to process a lot of information related to a given subject area, that is, those parts of the personality that are characteristic of an adult (according to Berne). This is a basic and creative function in the socion (Ego block). It is for them that a person is most productive. The basic function is the goal, the creative function is the means. Each of the functions for the psychotype takes its place and works in a certain way.
By the way, studies conducted by American sociologists together with psychologists have shown that the exact sciences are most often chosen by extroverts, and the humanities - by introverts. Other studies are the opposite.
8. Biological theories of motivation refer to the concept of "motivation only to explain the reasons for the activity of the organism".
Motivation in this case is referred to as the mobilization of energy. At the same time, they proceed from the notion that the state of inactivity is natural for the organism and that some special stimulating forces are needed for its transition to activity to occur. If we consider a living organism as active, then the concept of "motivation", from the point of view of these scientists, becomes superfluous. According to Ilyin E.P. the failure of these views is that the state of physiological rest is also an active state.
Among domestic psychologists of the early 20th century who raised questions about the motivation of human behavior, they note, first of all, A.F. Lazursky, who published the book “Essay on the Science of Characters” in 1906. It devotes quite a large place to a detailed discussion of issues related to desires and drives, the struggle of motives and decision-making, the stability of decisions (intentions) and the ability to internally delay incentive impulses. The provisions expressed by A.F. Lazursky in the book have not lost their relevance at the present time.
About inclinations, desires and "wants" of a person, in connection with questions about the will and volitional acts, another major Russian psychologist N. N. Lange (1914) argued in his works. In particular, he gave his understanding of the differences between drives and "wants", believing that the latter are drives that turn into active actions. For him, "willing" is the active will.
In the 1920s and later, questions of behavior motivation were considered by V. M. Borovsky (1927) and N. Yu. L. S. Vygotsky in his works also did not disregard the problem of determining and motivating human behavior. Thus, in the textbook Pedology of the Adolescent, he devotes a large chapter to the question of the essence of interests and their change in adolescence. He believed that the problem of the ratio of drives and interests is the key to understanding the mental development of a teenager, which is primarily due to the evolution of the interests and behavior of the child, a change in the structure of the direction of his behavior. Despite some one-sidedness on the question of interests, Ilyin believes that undoubtedly positive in his views was the conviction that interests are not skills, as many psychologists believed at that time. In another work - "The History of the Development of Higher Mental Functions" - L. S. Vygotsky pays great attention to the issue of the "struggle of motives". One of the first, he began to separate the motive and incentive, spoke of arbitrary motivation.
In the 40s, motivation, from the standpoint of the "set theory", was considered by D. N. Uznadze, who said that the source of activity is the need, which he understood very broadly, namely "as what is necessary for the body, but what it does not currently have."
It should be noted the numerous works of K. Levin. He is essentially the founder of the so-called theory of "social motivation", in which he explains the determination of behavior based on the interaction of the individual and the environment in the actual situation.
Motivation, according to K. Levin, acts as an actual process that encourages and directs purposeful behavior. K. Levin singled out needs, motives, goals and intentions as active units of the psyche.
The idea of convergence of goals and intentions with needs and motives is an essential theoretical position in understanding the internal mechanisms of human behavior and activity. K. Levin created the model of motivation "expectation - value", which had a significant impact on most of the modern provisions of the theory of motivation (J. Atkinson, L. Festinger, H. Heckhausen, etc.). However, K. Levin failed to find a specific difference between needs, goals, values and motives, which led him to distinguish two equivalent motivational variables - innate (similar to the motives of animals) and acquired, peculiar only to humans.
It is difficult to overestimate the influence of the works of K. Levin and his students on the experimental study of motivation in human psychology. However, as M.G. Yaroshevsky, K. Levin's theory has little to say about the emergence and change of cognitive structures that reproduce objective reality.
The phenomenon of motivation has a huge impact on all types of human activity, including the educational activities of students.
For the first time the word "motivation" was used by A. Schopenhauer in the article "Four principles of sufficient reason" (1900-1910). Then this term became firmly established in psychological use to explain the causes of human and animal behavior.
Currently, motivation as a mental phenomenon is interpreted in different ways. In one case - as a set of factors that support and guide, i.e., determine behavior (K. Madsen; J. Godefroy), in the other case - as a set of motives (K. K. Platonov), in the third - as an incentive that causes activity of the organism and determining its direction. In addition, motivation is considered as a process of mental regulation of a specific activity (M. Sh. Magomed-Eminov), as a process of motive action and as a mechanism that determines the emergence, direction and methods of implementing specific forms of activity (I. A. Dzhidaryan), as an aggregate system processes responsible for motivation and activity (V. K. Vilyunas).
All definitions of motivation Ilyin refers to two areas. The first considers motivation from structural positions, as a set of factors or motives.
For example, according to the scheme of V. D. Shadrikov, motivation is due to the needs and goals of the individual, the level of claims and ideals, the conditions of activity (both objective, external, and subjective, internal - knowledge, skills, abilities, character) and worldview, beliefs and orientation personalities, etc.
Taking into account these factors, a decision is made, an intention is formed. The second direction considers motivation not as a static, but as a dynamic formation, as a process, a mechanism.
However, in both cases, the motivation of the authors, according to Ilyin E.P. acts as a secondary formation in relation to the motive. Moreover, in the second case, motivation acts as a means or mechanism for the implementation of existing motives: a situation has arisen that makes it possible to realize the existing motive, and motivation appears, i.e., the process of regulating activity with the help of a motive.
For example, V. A. Ivannikov believes that the process of motivation begins with the actualization of the motive. Such an interpretation of motivation is due to the fact that the motive is understood as an object of satisfying a need (A. N. Leontiev), that is, the motive is given to a person, as it were, ready. It does not need to be formed, but you just need to update it (cause its image in the mind of a person).
It is not easy to find out the relationship between motivation and motive in the book by I. A. Dzhidaryan. She writes that, unlike motivation, motive has a narrower meaning. It fixes the actual psychological content, namely the internal background against which the process of motivating behavior as a whole unfolds. It is the motive that energizes and directs the actions of a person at each moment of time.
V. G. Leontiev distinguishes two types of motivation:
primary, which manifests itself in the form of need, attraction, drive, instinct;
and secondary, manifested in the form of a motive.
Therefore, in this case, too, there is an identification of motive with motivation. V. G. Leontiev believes that the motive as a form of motivation arises only at the level of the individual and provides a personal justification for the decision to act in a certain direction to achieve certain goals, and one cannot but agree with this.
Thus, neither in understanding the essence of motivation, its role in the regulation of behavior, nor in understanding the relationship between motivation and motive, there is a unity of views. In many works these two concepts are used as synonyms.
Most researchers adhere to the following formulations of the phenomenon of motivation. Motivation:
1. the process of choosing between different possible actions;
2. a process that regulates, directs the action to achieve specific target conditions for a given motive and supports this orientation;
3. the state of orientation of the individual to certain goals.
Consequently, the essence of motivation includes two complementary characteristics: static (the state of the subject at a given time period) and dynamic (procedural).
Essential for our study is the selection of B.I. Dodonov structural components of motivation:
pleasure from the activity itself;
Significance for the individual of its direct result;
· "motivating" power of reward for activity;
· coercive pressure on the individual .
The first and second components reveal the orientation, orientation towards the activity itself (its process and result), being internal in relation to it, and the third and fourth fix external (positive and negative in relation to the activity) factors of influence, defined as reward and avoidance of punishment. They are, according to J. Atkinson, the components of achievement motivation. It should be noted that such a structural representation of motivational components, correlated with the structure of students' learning activities, is significant for the analysis of the positive motivation of students' learning activities.
So, at present, a variety of psychological phenomena are taken as a motive:
1. motivation as a state (S.L. Rubinshtein);
2. need (A. Maslow);
3. intention (A.N. Leontiev);
4. goal (L.I. Bozhovich).
“The way out of this situation,” according to E.P. Ilyin, - to combine existing points of view ".
Thus, by motive we mean "a complex psychological formation that induces a person to conscious actions and deeds and serves as the basis for them."
A motive is a product of motivation, i.e. "mental activity, the ultimate goal of which is the formation of the basis of human activity and motivation to achieve the chosen goal" .
Attempts to classify motives have been made repeatedly and from different positions. At the same time, the selection of types of motives and their classification depend for many authors on how they understand the essence of the motive.
So, the division of motives into biological and social, the allocation of motives of self-esteem, self-actualization, motives-aspirations for results (achievement motives), motives-aspirations for the activity itself, motives for success and avoiding failure are based on the identification and classification of various types of human needs. (biological and social).
In a number of cases, as noted by Ilyin E.P. , the basis for the division of motives is the belonging of incentives that cause needs to external or internal. The division of motives into personal and social, egoistic and socially significant is associated with the attitudes of the individual, her morality, orientation (L. I. Bozhovich). This should also include, according to V. I. Kovalev, both ideological and moral motives (since they reflect the beliefs of the individual, his worldview, moral norms and principles of behavior), and collectivist motives (which are based on such attitudes (settings) as norms life of the given collective, accepted by the personality).
Thus, the designation (name) of motives in most cases occurs according to the leading (most pronounced) motivator. Such motives can be called, using the term of L. S. Vygotsky, “unambiguous”, in contrast to “multi-valued”, in which there are several motivators at once that have the opposite meaning for a person - attractive and repulsive, pleasant and unpleasant.
Another approach to identifying and classifying motives is according to the types of activity shown by a person: the motives of communication, games, teaching, professional, sports and social activities, etc. Here the name of the motive is determined by the type of activity shown.
Another common approach to the classification of motives is taking into account their temporal characteristics. On the one hand, these are situational and constantly (periodically) manifesting motives, on the other hand, these are short-term and stable motives. Recent Ilyin E.P. calls motivational attitudes: operational - delayed for execution, and permanent, long-term, characterizing the orientation of the individual.
Ilyin E.P. , motives are distinguished on the basis of their structure:
1. Primary (abstract) - with only an abstract goal,
2. Secondary - with the presence of a specific goal; secondary are divided into complete (with the presence of components from all blocks: need, "internal filter" and target) and shortened (formed without the participation of the "internal filter" block).
“The motivation for learning is made up of a series of motives that are constantly changing and entering into new relationships with each other.”
“Therefore, the formation of motivation is not a simple increase in a positive or aggravation of a negative attitude towards 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.” Accordingly, when analyzing the positive motivation of educational activity, it is necessary not only to determine the dominant motivator, but also to take into account the entire structure of the motivational sphere of students.
Considering this area in relation to educational activities, A.K. Markova emphasizes the hierarchy of its structure, which includes: need, meaning, motive, goal, emotions, attitude and interest.
Therefore, learning motivation can be studied in a variety of ways. In one case, it is considered as a prerequisite and condition for learning, in the other - as a result, a new formation of educational activity.
An analysis of the problem of learning motivation shows that each of the aspects of the motivational sphere of learning can have a number of meaningful and dynamic characteristics.
To dynamic - those that are not directly related to the characteristics of educational activity and are influenced by the psychophysiological characteristics of the student.
1.2 The place of educational activity in the life of students of humanitarian faculties
In modern society, education has become one of the most extensive areas of human activity. It employs over a billion students and almost 50 million teachers. The social role of education has noticeably increased: the prospects for the development of mankind today largely depend on its orientation and effectiveness. In the last decade, the world has changed its attitude towards all types of education. Education, especially higher education, is regarded as the main, leading factor in social and economic progress. The reason for such attention lies in the understanding that the most important value and the main capital of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions.
The Russian system of education, Russian traditions of education, which in many respects were the standard in the world, in the first place, have always been distinguished by their fundamental nature, academic character, and breadth. But things are changing in the world right now. And we are increasingly saying that a system that is too focused on theoretical, mainly knowledge, at some point can become or becomes clumsy, not very mobile, flexible in order to quickly respond to the requirements of practical life, changes, occurring in the labor market.
Our students and schoolchildren have always won prizes at all European Olympiads when it was necessary to apply, test the amount of knowledge. Here we really had no equal. But where the questions concerned the direct use of knowledge in practice, the transition to the application of this knowledge on a creative level, our guys dimmed somewhat.
The point, of course, is not in prizes. Everything is much more serious. Then it became clear that a practical component should be added to our education system.
It should be emphasized that almost all developed countries carried out reforms of national education systems of various depths and scales, investing huge financial resources in them. Higher education reforms have acquired the status of state policy, because states have begun to realize that the level of higher education in a country determines its future development.
In line with this policy, issues related to the growth of the contingent of students and the number of universities, the quality of knowledge, the new functions of higher education, the quantitative growth of information and the spread of new information technologies, etc. were resolved.
But at the same time, in the last 10-15 years, problems that cannot be resolved within the framework of reforms, i.e. within the framework of traditional methodological approaches, and more and more often they talk about the global crisis of education. The existing educational systems do not fulfill their function - to form a creative force, the creative forces of society. In 1968, the American scientist and educator F.G. But its internal springs show through to the same extent in all countries - developed and developing, rich and poor, who have long been famous for their educational institutions or are creating them now with great difficulty. Almost 20 years later, in his new book “A View from the 80s,” he also concludes that the crisis in education has worsened and that the general situation in the field of education has become even more alarming.
Time dictates new requirements for the education system, including the strengthening of its humanitarian and fundamental components, there is an increasing need to integrate fundamental, humanitarian, specialized knowledge, providing a comprehensive vision of a specialist in his professional activity in the context of future technological and social changes.
Views on the essence of education have changed over the past decades:
· In the second volume of the Russian Pedagogical Encyclopedia, education is defined as a process of pedagogically organized socialization carried out in the interests of the individual and society.
· in the third volume of the Pedagogical Encyclopedia, education is defined as the process and result of the assimilation of systematized knowledge, skills and abilities.
Socialization is understood as the development of the culture of society, which provides an opportunity for a person to act as a subject of activity, performing various social roles.
Modern society today makes high demands on a specialist with a higher education. At the present stage of its development, it is not enough for a university graduate to successfully master the course of study, it is also necessary that in the process of learning he learns to independently acquire knowledge, skillfully apply it in practice, generate new ideas, and think creatively.
The management of students' learning activities today is becoming one of the primary conditions for the effectiveness of the pedagogical process, however, as a rule, the idea itself is proclaimed, but an exhaustive description of this phenomenon, as well as the features of its implementation at the integrity level, is not given.
Any human activity can be viewed as a process of problem solving. A person acts as a subject of activity to the extent that he acts both as a goal-setting subject, able to determine the goals of his own activity, and as a goal-realization subject, able to choose and effectively use the means of achieving goals.
Education is a specially organized process of developing the ability of students to independently solve problems of social and personal significance in various fields of activity on the basis of mastering the culture of society.
Such an understanding of the essence of education creates the prerequisites for solving many urgent problems of pedagogical practice and pedagogical theory.
Orientation towards the development of the ability to independently solve problems makes it possible to overcome the tendency of an infinite increase in the volume of the studied educational material.
The meaning of education is not the accumulation of "building material" in the form of knowledge of facts, concepts, patterns, skills, but the formation of the ability to "build a house".
To determine the place of educational activity in the life of students of humanitarian faculties, it is necessary to determine the orientation of the student's personality, the meaning and goals of his life.
S. L. Rubinshtein noted that the personality as the subject of life in every situation acts in accordance with the need to realize the meaning of life, which requires great consciousness and responsibility from it. The meaning of life is expressed in the form of life goals, tasks and meanings of individual situations. A.N.Leontiev agrees with him, linking the process of personality formation as a subject of life with the “vertical movement of consciousness”, as a result of which the sphere of meanings is subordinated and the main life motive is placed on its top - the goal that functions as an incentive for an individual life path, as a meaning all life. The necessary conditions for its functioning are the awareness of the entire motivational hierarchy and a sufficient level of activity in the implementation of the life motive-goal, the extension of the time horizons of life to distant future prospects.
According to A.A. Kronik and E.I. Golovakha, the goal of life is the pinnacle, subordinating other smaller goals, it is naturally associated with freedom of choice and responsibility.
Ideas about the future are closely related to the age characteristics of human development, as well as to the tasks that society sets before him, i.e. internal factors (features of cognitive processes, neoplasms, leading activities, basic needs) and external (social situation of development, tasks of age, etc.). It should be noted that such a division is rather conditional, because. according to L.S. Vygotsky, it is the integral development of the personality that entails the development of various components, i.e. development is a system in which the components are interconnected and interdependent (Figure 1).
Figure 1 - Influence of development factors on the formation of ideas about the future
Revealing the social image of students, one should also take into account the profound changes that have taken place in society itself: the transformation of its basic institutions, stratification characteristics, and basic meaning-forming values. All these processes (both in society as a whole and in higher education) are refracted in their own way in the life of students. New features are visibly manifested in the way of life of students, the system of values, the social origin of the students. The relationship of students with the state is changing (the lack of demand for many specialties, the lack of mandatory distribution, etc.), with teachers, with parents.
Such a factor as additional earnings began to “work”. They have become so widespread that, in fact, we can talk about a change in the lifestyle of students, since, along with education, they become the second main activity of students.
Now 59% of students work part-time, while 22% of the respondents regularly work part-time during the academic year and during holidays. Both those who are in dire need and those who have noted a high standard of living earn extra money. Additional earnings are becoming a new standard of behavior, symbolizing the businesslike, entrepreneurial spirit of students (that is, they perform not only their direct function).
For 14% of students, part-time jobs are very important, because allow them to achieve at least an elementary standard of living, pay for their studies at the university, for 40% they allow them to have "pocket" money. So, for 54% of students, part-time jobs stabilize their financial situation. These students actually turn into "correspondence students", as their work prevails over their studies.
The place of educational activity in the life of students is influenced by the factors that determine the socio-psychological portrait of the student.
These factors, which to a large extent affect the success of training, can be divided into two categories:
those with which the student came to the university - they can only be taken into account,
those that appear in the learning process - they can be controlled.
These factors are largely determined by the general atmosphere in the country and the specific "everyday knowledge" of those who were the direct source of information. You can influence them only indirectly, stating and using them as a starting point for influencing students.
The student must quickly orient himself and master the ways and methods of educational activity from new positions, understand the system of norms and rules that exist at the faculty and in his study group, develop his own system of values in relation to study, future work, and teachers.
Gradually, the influence of the factors of the first group weakens, and the factors of the second group begin to play a decisive role. These include:
organization of the educational process,
The level of teaching
· the type of relationship between the teacher and the student, etc.
It is this to a large extent, and not the initial level, that will determine the professional and psychological appearance of a person who will leave the walls of the university in five years.
Completely different people come to the university with different attitudes and different “starting conditions”. In this regard, the analysis of student youth in connection with their chosen profession is very interesting. The totality of modern students is quite clearly divided into three groups.
The first group consists of students oriented towards education as a profession. This group contains the largest number of students for whom interest in their future work, the desire to realize themselves in it is the most important thing. Only they noted a tendency to continue their education in graduate school. All other factors are less significant for them. In this group, about a third of the students.
The second group consists of business-oriented students. It is about 26% of the total number of respondents. Their attitude to education is completely different: for them, education acts as a tool (or a possible starting step) in order to later try to create their own business, engage in trade, etc. They understand that over time this area will also require education, but they are less interested in their profession than the first group.
The third group consists of students who, on the one hand, can be called "undecided", on the other - crushed by various problems of a personal, everyday plan. Their domestic, personal, housing, and family problems come to the fore. It could be said that this is a group of those who "go with the flow" - they cannot choose their own path, for them education and profession are not of the same interest as the first groups. It is possible that self-determination of students of this group will occur later, but it can be assumed that this group includes people for whom the process of self-determination, choice of path, purposefulness is uncharacteristic.
The process of choosing a profession, studying at a university has become pragmatic, purposeful and corresponding to changes for many students today. The value of education as an independent social phenomenon with sociocultural, personal and status appeal has receded into the background. It is possible that the difference between the values of education in past and current years mainly lies precisely in this.
With the advent of "commercial" recruitment, wealthy students came to the university, who were not used to denying themselves anything, confident in the correctness of their professional choice (62-77%), well aware of the specifics of their future professional activity (self-esteem is on average 10% higher than the "state employees"). Inspired by the example of entrepreneurial parents, these students look forward without fear to a future that has a clear professional perspective for them.
There are also qualitative differences, in particular, the results of the analysis of statistical data show that "commercial" students have a more pronounced desire to achieve success in business (9-18.5%), and therefore they are higher than "budget" students. » students assess the importance of a good education, professional training (30.5-40%), fluency in foreign languages (22-37%), spiritually and culturally rich life (36-44%).
Differences were revealed in the structure of motivation for obtaining higher education among the compared groups of students: "budget" students in general expressed more traditional attitudes - to get a diploma (4-14%), to acquire a profession (56-62%), to conduct scientific research (5-15% ), live a student life (8-18%), while "commercial" students are dominated by the desire to achieve material well-being (43-53%), to become fluent in foreign languages (17-41%), to become a cultured person (33-39% ), get the opportunity to study, work abroad (20-29%), master the theory and practice of entrepreneurship (10-16%), gain respect among friends (10-13%), continue the family tradition (6-9%).
The contingent of "commercial" students is mostly represented by graduates of secondary schools, although among them there are somewhat more people with experience in labor (production) activities in the sectors of the national economy than among "state employees". Among their parents, there are significantly more entrepreneurs, businessmen (14-16%), employees of joint-stock companies, joint ventures (11-17%), senior civil servants. It is for this social group that payment for higher education is affordable.
Every seventh "commercial" student has his own monthly income, and every tenth - income from self-employment.
In terms of the number of university “excellent students”, they are inferior to “budgetary” students.
Several more types of modern students should be singled out than a simple division into "budget" and "commercial", and these types are found in both of the described groups.
The first type can be conditionally called "entrepreneur". This student prefers to achieve success in the field of business, receives higher education in order to master the theory and practice of entrepreneurship, quickly advance in the service, engage in managerial, organizational activities, he is confident in the correct choice of specialty, training, his abilities, but at the same time at the same time, he is more critical of his educational institution, knows better the specifics of the profession (opportunities for professional growth, wages, working conditions, career prospects), is not afraid of unemployment, he has more developed (according to self-assessment) such relevant personal qualities as individualism , professionalism, enterprise, independence, the ability to change views when circumstances change, quick adaptation and easy adaptation to new conditions.
The second type is called "emigrant" with the same degree of conventionality. “Emigrants” receive higher education to a greater extent in order to become fluent in foreign languages, to get the opportunity to study and work abroad. They are confident in the correctness of their choice of specialty and in accordance with their abilities, as well as in the ability of the university to provide them with training at the required level. They have well-developed (according to self-assessment) individualism, life optimism, easy adaptation to new conditions.
Both of these types are opposed by the "traditionalist". He appreciates a good education, professional training, gets a higher education in order to get a diploma, conduct scientific research, is less critical in relation to the university, knows the realities of his future professional activity worse, is more afraid of unemployment, he has highly developed professionalism and efficiency, less - entrepreneurial spirit, the ability to take risks, to change views when circumstances change, to get used to new conditions, life optimism.
Bulanova-Toporkova distinguishes three main types of activity and behavior of students in the field of learning and cognition:
1. The first type of personality is distinguished by a comprehensive approach to the goals and objectives of education at a university. The interests of students are focused on a wider area of knowledge than provided for by the program, the social activity of students is manifested in all the variety of forms of life at the university. This type of activity is focused on broad specialization, on versatile professional training.
2. The second type of personality is distinguished by a clear focus on narrow specialization. And here the cognitive activity of students goes beyond the curriculum. However, if the first type of behavior is inherent in overcoming the framework of the program, so to speak, in breadth, then in this case this exit is carried out in depth. The system of spiritual inquiries of students is narrowed down by the framework of "near-professional interests".
3. The third type of cognitive activity of students involves the assimilation of knowledge and the acquisition of skills only within the boundaries of the curriculum. This type of activity - the least creative, the least active - is typical for 26.8% of the students surveyed. Thus, already as a result of the most general approach to the analysis of educational and cognitive activity of students, three typological groups are distinguished, each of which has its own models of behavior.
In relation to educational activity, a number of researchers distinguish five groups.
1. The first group includes students who seek to acquire knowledge, methods of independent work, acquire professional skills, and are looking for ways to rationalize their learning activities. Educational activity for them is a necessary path to a good mastery of their chosen profession. They excel in all subjects of the curriculum. The interests of these students affect a wide range of knowledge, wider than that provided by the program. They are active in all areas of educational activity. The students of this group are actively looking for arguments, additional justifications, compare, compare, find the truth, actively exchange opinions with their comrades, check the reliability of their knowledge.
2. The second group includes students who seek to acquire knowledge in all areas of educational activity. This group is characterized by a passion for many activities, but they quickly get tired of delving deeply into the essence of certain subjects and academic disciplines. That is why they are often limited to superficial knowledge. The main principle of their activity is the best little by little. They don't put a lot of effort into specific things. As a rule, they study well, but sometimes they receive unsatisfactory grades in subjects that do not interest them.
3. The third group includes students who show interest only in their profession. The acquisition of knowledge and all their activities are limited to a narrow professional framework. This group of students is characterized by purposeful, selective acquisition of knowledge, and only necessary (in their opinion) for future professional activity. They read a lot of additional literature, deeply study special literature, these students study well and excellently in subjects related to their specialty; at the same time, they do not show due interest in related sciences and disciplines of the curriculum.
4. The fourth group includes students who study well, but are selective about the curriculum, showing interest only in those subjects that they like. They do not systematically attend training sessions, often skip lectures, seminars and practical classes, do not show interest in any types of educational activities and disciplines of the curriculum, since their professional interests have not yet been formed.
5. The fifth group includes loafers and lazy people. They came to the university at the insistence of their parents, either “for company” with a friend, or in order not to go to work and not get into the army. They are indifferent to studies, constantly skip classes, have "tails", they are helped by comrades, and often they reach the diploma.
Taking practical activity as the starting point of the analysis, 4 groups of qualities were chosen, which, according to V. T. Lisovsky, should most fully characterize the student, namely, orientation towards:
1) study, science, profession;
2) social and political activity (active life position);
3) culture (high spirituality);
4) team (communication in a team).
The typology of students developed by V. T. Lisovsky is as follows:
1. "Harmonic". I chose my profession consciously. He studies very well, actively participates in scientific and social work. Developed, cultured, sociable, deeply and seriously interested in literature and art, social events, goes in for sports. Irreconcilable to shortcomings, honest and decent. Enjoys authority in the team as a good and reliable friend.
2. "Professional". I chose my profession consciously. He usually studies well. He rarely participates in research work, as he is focused on postgraduate practical activities. Takes part in social work, conscientiously fulfilling assignments. As far as possible, he goes in for sports, is interested in literature and art, the main thing for him is a good study. Irreconcilable to shortcomings, honest and decent. Enjoys respect in the team.
3. "Academician". I chose my profession consciously. Studying only "excellent". Focused on graduate studies. Therefore, he devotes a lot of time to research work, sometimes to the detriment of other activities.
4. "Public man". He is characterized by a pronounced propensity for social activities, which often prevails over other interests and sometimes adversely affects educational and scientific activity. However, I am sure that I chose the right profession. Interested in literature and art, a ringleader in the field of leisure.
5. "A lover of the arts." As a rule, he studies well, but rarely participates in scientific work, since his interests are mainly directed to the sphere of literature and art. He is characterized by a developed aesthetic taste, a broad outlook, and deep artistic erudition.
6. "Diligent." He chose a specialty not quite consciously, but he studies conscientiously, making every effort. And although he does not have developed abilities, he usually does not have debts. Not sociable in the team. She is not very interested in literature and art, as she takes a lot of time to study, but she likes to go to the cinema, to pop concerts and discos. She is engaged in physical education as part of the university program.
7. "Medium". Learns "how it will turn out", without making special efforts. And even proud of it. His principle: "I will get a diploma, and I will work no worse than others." When choosing a profession, I didn’t think much. However, I am convinced that once entered, the university must be completed. He tries to study well, although he does not feel satisfaction from his studies.
8. Disappointed. A person, as a rule, is capable, but the chosen specialty turned out to be unattractive for him. However, I am convinced that once entered, the university must be completed. He tries to study well, although he does not feel satisfaction from his studies. Strives to establish himself in various kinds of hobbies, art, sports.
9. "Lazy". He studies, as a rule, weakly, according to the principle of "least expenditure of effort." But quite pleased with myself. He does not seriously think about his professional recognition. Does not take part in research and public work. In the team of the student group, he is treated as a "ballast". Sometimes he strives to speak out, use a cheat sheet, adapt. The range of interests is mainly in the field of leisure.
10. "Creative". He is characterized by a creative approach to any business - whether it is study or social work, or the sphere of leisure. But those classes where perseverance, accuracy, performing discipline are necessary, do not captivate him. Therefore, as a rule, he studies unevenly, according to the principle “I am interested in this” or “I am not interested in this”. Being engaged in research work, he is looking for an original independent solution to problems, regardless of the opinion of recognized authorities.
11. "Bohemian." As a rule, he successfully studies at the so-called prestigious faculties, looks down on students studying mass professions. Strives for leadership in the company of his own kind, while he treats the rest of the students with disdain. “About everything” he has heard a lot, although his knowledge is selective. In the field of art, he is mainly interested in "fashionable" trends. He always has “his own opinion”, different from the opinion of the “masses”. A frequenter of cafes, trendy disco clubs.
If in the 80s according to the results of the research, the majority of students classified themselves as: “professional”, “academician”, “art lover”, i.e. to the types of students, mainly focused on learning, then in the 90s. the picture began to change: about 30% of the students surveyed classified themselves as "middle peasants", about 15% - as "lazy". Some - to the type of "centrists", whose defining feature is the desire for the pleasures of life.
In modern conditions, the activities of higher educational institutions should be aimed at creating conditions conducive to the formation of a versatile, socially active and professionally mobile personality of a specialist and ensuring the high quality of his training. The solution to this problem covers all the constituent elements of the educational process at the university and is largely determined by the success of management at all stages of the training of the future professional.
Interesting in this regard are the studies of Kirilenko N.Ya. . In total, 949 people aged 16 to 24 years old, living in five settlements of the Middle Volga region, took part in the study. The urban population makes up 72.4% of the entire sample, 27.6% live in rural areas. Men make up 23.5% of the entire sample, women - 76.5%.
Depending on the specialty in which the respondents study, the following groups of university students were distinguished by specialties: psychology - 15.6%, pedagogy - 36.5%, law - 4.8%, sociology - 4.8%, foreign language - 3 .7%, economics - 2.2%, computer science - 7.3%, mathematics - 4.2%. Of these, 13.8% study in the natural sciences, and 65.4% in the humanities.
As the main diagnostic technique, the author's test of the axiological orientation of the personality was used, which passed the necessary psychometric tests and showed satisfactory results.
When analyzing the data in the female sample, it was revealed that the humanistic orientation in the professional sphere has low values, both among students of natural sciences and the humanities. Female students are indifferent to the problems of professional growth and self-improvement, and are also characterized by the absence of the need to spend their creative potential on solving production problems. However, among female students of natural science specialties, it was statistically significantly revealed that the level of humanistic orientation in the profession is lower than among female students of humanitarian specialties. Perhaps, humanitarian specialties are considered as more prestigious and give an opportunity to get a job that will be to their liking. It was also found that the pragmatic orientation in the sphere of the family in all girls manifested itself at the level of average values. But students of natural science specialties have a higher level. Girls of natural science specialties are aimed at ensuring recognition, success from others. They are characterized by an interest in the opinions of other people, as well as a high financial position in the family.
Young men - students of the humanities and natural sciences are characterized by a humanistic orientation in the fields of profession and training and education at the middle level, i.e. they attach great importance to professional growth and creativity, as well as friendly contacts in the designated areas. But students of natural science specialties have a significantly higher level of orientation than students of liberal arts universities.
The leading type of social activity of a person, as you know, is his labor activity. For a student, work is learning, that is, learning and cognitive activity. Based on the analysis of existing definitions of the concept of "activity", "teaching", "educational and cognitive activity", the following was adopted as the basic definition in the study: educational and cognitive activity is a component of a holistic learning process, which is a systematically organized, externally controlled or independent interaction of a student with the surrounding reality, the result of which is the mastery of the student at the level of reproduction or creativity with a system of scientific knowledge and methods of activity, as well as his personal development.
The term "educational and cognitive activity" indicates the activity nature of this category of the educational process, a two-way process that includes the activity of the teacher and the activity of the student. In turn, the "teaching" of the student, as an activity, is included in this two-way process, as a sub-process controlled by the teaching process, which is carried out by the teacher.
Chapter 1 Conclusions
1. For the purposes of this study, we will adhere to the point of view of Ilyin E.P. :
Motivation is a process of mental regulation that affects the direction of activity and the amount of energy mobilized to perform this activity;
A motive is such a hypothetical construct, a concept that is used to explain individual differences in activities carried out in identical conditions.
2. We consider motivation as a system of factors that cause activity and determine the direction of the student's behavior and activity.
4. The personality type identified by Carl Jung has a significant impact on the motivation of students' learning activities. Therefore, in our study, we will use testing to determine the psychotype on the "extrovert-introvert" scale.
Personality type is a stable psychological structure that determines the strengths and weaknesses of the personality. Knowledge of the psychological type allows you to successfully choose a suitable specialty, shows effective ways to achieve success, and allows you to avoid unnecessary difficulties.
· Extraversion - directing attention mainly to the outside world, to objects.
Introversion - paying attention mainly to your inner world and your relationship with objects.
Chapter 2 Study of the peculiarities of motivation of educational activity of students of humanitarian faculties
2.1 Substantiation of the program and methods for studying the peculiarities of the motivation of educational activity of students of humanitarian faculties
A simplified scheme of sociological research based on empirical data is presented in the work of Tatarova G.G. . It consists of three elements:
1. Conceptual scheme of the study. It includes definitions of the subject, object, goal, objectives, hypotheses of the study, as well as the conceptual apparatus of the study.
2. The methodology for collecting empirical data, i.e., the empirical interpretation of concepts and research tools.
3. Data processing methodology, i.e. forms of information presentation, methods of primary data analysis, the logic of applying mathematical methods.
1. As the purpose of our study, we determined the peculiarities of the motivation for the educational activity of students of the humanities faculties of the university.
The conceptual scheme of the study is presented in Appendix B. Further, in the Research Program, we defined the subject, object, goals, objectives, research hypotheses (Appendix A).
In the first part of our study, we chose Carl Jung's typology, in the part of the extrovert-introvert scale. It is on this scale that the motivation of the individual is determined. K. Jung developed a typology of characters based on the allocation of the dominant mental function (thinking, feeling, intuition, sensation) and the predominant focus on the external or internal world (extrovertive and introvertive types).
Table 2 - Typology of characters according to K. Jung
It is natural for all of us to have only one way of behaving within each category, which we use more easily and more often than the other. Therefore, we are said to "prefer" one function over another. The combination of our "preferences" determines the psychological type.
Although all people function within a full spectrum of preferences, each person has a natural preference that falls into one or another of the four possible categories.
The direction of the flow of energy determines where we get the bulk of our motivation from. We get it from within ourselves (Introverted, Introverted) or from external sources (Extroverted, Extraverted). Our dominant function is concentrated outside or inside us.
Therefore, it was important for us to determine the psychotype of students of the humanities faculties by testing according to Jung.
The method of K. Jung, which we have chosen, is a questionnaire of 20 questions. Of the two answers, you must choose one.
2. We chose a questionnaire survey as the main method of collecting information.
The quantitative group of methods of empirical sociological research includes methods for obtaining information about the object under study, which make it possible to identify its quantitative characteristics. First of all, we are talking about content analysis, observation, sociometry, a set of survey methods, as well as a sociological experiment.
The main purpose of sociological surveys is to obtain information about people's opinions, their motives and assessments of social phenomena, about the phenomena and states of public, group and individual consciousness. Since these opinions, motives and phenomena are the properties of the objects studied by sociology, polls provide the necessary information about them.
Questioning is a written form of a survey, carried out, as a rule, in absentia, i.e. without direct and immediate contact between the interviewer and the respondent.
In our study, we used a random sample. Random sampling is a selection of respondents in which students are selected one by one from the entire general population, and each of them has an equal chance of being selected.
The sample is that part of the general population that we directly observe. Through the study of empirical patterns on sample data, conclusions are drawn regarding the entire general population. The sample, of course, must be representative, i.e., all empirical patterns obtained from it can be extended to the entire population. At the same time, it is considered that the deviations of empirical regularities from the real ones are of a random nature. Without the use of such concepts as "confidence interval", "sample error", it is impossible to spread what is obtained for the sample to the entire population. The first concept means that there is an interval around the value (for the sample) of the characteristic, in which the true (for the general population) value of this characteristic is located. The second concept is used to estimate the deviation of the sample from the general population. These concepts are interconnected.
Research by Terekhin V.A. and others showed that in the 1st and 3rd years students experience a special crisis, which manifests itself in the fact that students develop self-doubt, anxiety about their own future grows, interest in learning decreases, and doubts arise about the correct choice of profession. Another crisis period begins at the end of the 5th year in connection with the upcoming start of independent professional activity.
The essence of the crisis lies in the contradiction between the needs of students in mastering a new type of activity and the means and methods available to them for this. Therefore, as the study group, we identified students of exactly 1, 3, 5 courses.
The study was conducted with students of the 1st, 3rd, 5th courses of the philological (20 people), history (20), law (20 people), management (20 people) faculties of Samara State University.
The initial statistical population is called the general population, the selected units form a sample population. The number of units of the general population is denoted by N (1750 people), the sample size is n = 80 people.
The ratio of sample sizes to the population, expressed as a percentage, is called the sample percentage:
[(n/N) * 100] = 0.0457 * 100 = 4.57%
The sampling set is investigated by a quantitative attribute. In this case, the generalizing characteristic of the general population is the general average x. If the sample is non-repetitive, quantitative: Δ x = tμ x = t√σ 2 /n*(1- n/N)
2.2 Interpretation and analysis of testing and questioning the motives of educational activity of students of humanitarian faculties
The objects of this study were students of the humanities faculties, represented by a sample of 80 people, aged 17-25 years old, enrolled in the 1st, 3rd, 5th courses of the philological, historical, law and management departments of Samara State University.
To analyze the statistical data obtained as a result of the study, we used the methodology of Tatarova G.G. , Nasledova A.D. , Healy J. , Devyatko I.F. .
As an auxiliary diagnostic technique, the Jung test for "introversion-extroversion" of personality orientation was used, which passed the necessary psychometric tests and showed satisfactory results.
I. 1. The results of testing showed that among the students of the humanities faculties, personalities of the introverted type predominate. Among the tested students of the humanities faculties, 72.5% of them were.
Figure 2 - Distribution of students according to the Jung test
However, it should be noted that there are more introverted personality types in purely “female” humanities faculties:
Historical - (85.0%)
Philological - (90%)
3. By faculties, the distribution of "extrovert-introvert" can be represented as follows:
Figure 3 - Distribution of extrovert-introvert by faculties
The results of the analysis show that among the students of the humanities faculties, introverted students predominate, i.e. personalities with a rich inner sphere, vulnerable, shy, more adapted to work in a calm, friendly environment, trusting relationships with fellow students and teachers.
According to K. Jung, the socionic psychotype of introvertive orientation has low values of orientation to the professional sphere and high value of orientation to the creative sphere. This is especially true for women. Thus, the test results revealed that the focus on the professional sphere has low values, both among students of philological and historical specialties, and among the female group of the sample of the faculty of the State Medical University. This is explained by the fact that most often introverted types are aimed at internal self-improvement, and not at professional growth and career. They are characterized by an interest in the opinions of other people. The data of the analysis confirmed the results of the study by Kirilenko N.Ya.
3. According to the results of the survey, which was conducted with students of the 1st, 3rd, 5th courses of the humanities faculties, it was revealed that:
3.1. For students of humanitarian faculties, the leading motivation factors are:
1) conformity of teaching with professional orientation
2) conditions of educational activity
3) interpersonal relationships with teachers
4) the quality of teaching
3.2. Among the factors of the second level of significance, students identified:
1. interpersonal relationships with students
2. educational process
3.3. For students of the Faculty of State Medical University:
2) administration
3) status increase
3.4. For law students:
1) conditions of educational activity
2) interpersonal relationships with teachers
3.5. For students of the Faculty of History:
3. quality of teaching
3.6. For students of the Faculty of Philology:
1. interpersonal relationships with teachers
2. conformity of teaching with a professional orientation
3. quality of teaching
The distribution of factors by faculties is presented in Table 3 and Figure 4.
Table 3 - Distribution of factors influencing motivation by faculties
| Factors | Distribution by faculties, % | All | |||
| GMU | Legal. | History | Philol. | ||
| confession | 5,7 | 6,9 | 5,7 | 6,8 | 6,4 |
| achievements | 6,4 | 6,9 | 6,5 | 6,8 | 6,8 |
| educational process | 6,4 | 6,9 | 8,9 | 6,8 | 7,3 |
| responsibility | 5,0 | 5,4 | 6,5 | 5,2 | 5,6 |
| status upgrade | 8,6 | 6,2 | 2,4 | 3,7 | 5,4 |
| administration | 9,3 | 6,9 | 4,7 | 6,0 | 6,9 |
| the control | 7,1 | 7,7 | 3,2 | 3,7 | 5,6 |
| 7,9 | 6,9 | 8,9 | 9,0 | 7,9 | |
| 7,9 | 8,5 | 9,8 | 9,8 | 9,1 | |
| conditions of educational activity | 9,3 | 9,2 | 8,1 | 6,8 | 9,1 |
| scholarship | 6,4 | 6,9 | 7,3 | 7,5 | 7,1 |
| extracurricular activities | 5,7 | 6,9 | 8,1 | 7,5 | 7,1 |
| teaching quality | 7,8 | 6,9 | 9,6 | 9,0 | 8,5 |
| 7,8 | 7,7 | 9,6 | 9,0 | 9,1 | |
| Total | 100,0 | 100,0 | 100,0 | 100 | 100,0 |
Figure 4 - Distribution of factors influencing the motivation of students by faculties
Symbols: 1 - recognition; 2 - achievements; 3 - educational process; 4 - responsibility; 5 - status increase; 6 - administration; 7 - control; 8 - interpersonal relationships with students; 9 - interpersonal relationships with teachers; 10 - conditions of educational activity; 11- scholarship; 12 - extracurricular activities 13 - quality of teaching; 14 - conformity of teaching with a professional orientation.
An analysis of Table 3 and Figure 4 shows that the motivation for the educational activities of students of the humanities faculties is different depending on the chosen specialty.
But, it should be noted that the motivations for learning activities are similar among students:
a) historical and philological faculties.
Therefore, our hypothesis No. 3 was partially confirmed.
3. Among the answers to the question of the questionnaire "What do you dislike in the process of learning activities" as "Other" were the following answers:
“My personal opinion is that the development of this movement at the university is hindered by ... those stereotypes that our teachers had in the Soviet era, Well, and other prejudiced opinions acquired already in the new period.”
“I am amazed at the situation when a person who teaches some trendy market-oriented subject and considers himself a good teacher demonstrates such inertness of views in practice that he has the right to ask the question of whether he understands what he is teaching at all?”
“Some comrade-teachers still believe that scholastic speculation on a subject that is abstract and far from the real life of students, stupid writing of megatons of never readable texts, is much better than practical learning activities that students like. And how aggressively this position is defended! The main thing is to pass the certification, and what really comes out of the students is not our business!”
From our point of view, it is important for university teachers to pay attention to the strengthening of such a motivation factor as interpersonal relationships with students. To do this, it is necessary to diversify the forms and methods of educational activities, individual and group (training, research, advisory, etc.), and use various models of pedagogical communication.
In order to strengthen the motivation of educational activities of students of the administration of the university and faculties of the humanities cycle, it is necessary to determine the policy of the university as an educational institution, highlight the mission, strategic goals and objectives, improve the conditions for educational activities (sanitary and hygienic, material and technical, interpersonal relations in the system "administration-teachers- students").
4. An analysis of the answers to the question “Does the educational activity correspond to your ideas about it before entering the university?” showed that, depending on the course, the answers of students change as follows:
1) fully complies
2) rather yes
3) rather not
5) find it difficult to answer
Figure 5 - The results of the answers to the question “Does the educational activity correspond to your ideas about it before entering the university?”
The discrepancy between expectations from educational activities and reality shows that when entering a university, it is necessary to test students to determine their psychological type.
5. First-year students do not always successfully acquire knowledge, not at all because they received poor training in secondary school, but because they do not have such personality traits as readiness to learn, the ability to learn independently, control and evaluate themselves, and own their individual characteristics. cognitive activity, the ability to properly distribute their working time for self-training.
The first course solves the problem of introducing a recent entrant to student forms of collective life. The behavior of students is characterized by a high degree of conformity, as evidenced by the answers to the question "Do you have friendly (friendly) relations with students"
The freshmen responded as follows:
2) yes - in a group
3) yes - at the faculty
4) yes - at the university
Figure 6 - The presence of friendly (friendly) relations among 1st year students
3rd year students responded as follows:
Figure 7 - The presence of friendly (friendly) relations among 3rd year students
The third year is the beginning of specialization, strengthening interest in scientific work as a reflection of the further development and deepening of the professional interests of students. The urgent need for specialization often leads to a narrowing of the sphere of diverse interests of the individual. From now on, the forms of personality formation in a higher education institution are basically determined by the factor of specialization, and there is a fading of interpersonal relations.
Year 5 students responded as follows:
Figure 8 - The presence of friendly (friendly) relations among students
5 courses
The fifth year - the prospect of an early graduation from the university - forms clear practical guidelines for the future occupation. New, becoming more and more relevant values associated with material and family status, place of work, etc. are manifested. Students are gradually moving away from the collective forms of university life.
After analyzing the data of Figures 7,8,9, we can conclude that there is a tendency to reduce the importance of the factor "interpersonal relations of students"
Figure 9 - Dynamics of the decrease in the factor of interpersonal relations of students
6. In their answers to the question “What do not like in the process of learning activities”, students most often noted the following:
I don't get the necessary knowledge
teaching subjects that are unnecessary for the future specialty,
Relationships with teachers
Insufficient involvement of students in research work in their future profession
The distribution of answers by courses is presented in Table 3.
Table 3 - "What do not like in the process of learning activities"
*The number of answers exceeds the number of 3rd and 5th year students, because they marked several answers.
Table 3 data show that 3rd year students show the greatest dissatisfaction with the process of educational activities
Figure 10 - Distribution of answers "What do not like in the process of learning activities" by course
Analysis of the results of the study showed that the expectations of students of the humanities faculties from studying at the university do not correspond to the real learning process.
7. An analysis of the answers of students of various courses to the question "What is the most important thing in life for you today" showed a trend towards a decrease in the role of educational activities in the life of students of the humanities faculties of the university from 1 to 3 and then to the 5th year.
If in the 1st year learning activity, based on the results of the answers, occupies one of the main places in the life of students of humanitarian faculties (42.5%) (Figure 11), then by the 3rd year its place in the life of students is only 22.2%. In the first place among 3rd year students are relationships with friends (26.4%) and entertainment (21.7%) (Figure 12).
By the fifth year, the role of work (16.7%) and family (12.1%) increases for students, the role of educational activities decreases to 18.5% in the overall structure of priorities (Figure 13).
Figure 11 - distribution of life priorities of 1st year students
Figure 12 - distribution of life priorities of 3rd year students
Figure 13 - distribution of life priorities of 5th year students
Cognitive interests can develop, but they can fade. The reason for the fading of interest in educational activities can be:
the emergence of great difficulties in the life of a student,
shortcomings in teaching methods,
organization of training sessions.
It should be noted that among students of all specialties the following are noted as strong motivating factors:
1. Liability - 21.95%
2. Teaching quality -19.86%
3. Correspondence of teaching with a professional orientation - 23%
4. Recognition - 17.8%
5. Achieving success -17.4%
The data were obtained on the basis of the summary table D 2 of Appendix E. We selected the five most motivating factors (from 66 points to 50 points).
The data of Table D 2 of Appendix D, grouped by courses based on Table D 1 of Appendix D, show that the strength of motivating factors for students of the humanities faculties tends to decrease from year 1 to third and then to fifth.
At the same time, it should be noted that the role of such factors as:
conformity of teaching with professional orientation
Interpersonal relationships with teachers
· responsibility
At the same time, in the process of educational activity from 1 to 5 courses, the role of such factors as:
· educational process;
· administration;
· the control;
interpersonal relationships with students;
extracurricular activities.
Consequently, the hypothesis that the motives for the educational activity of students of the humanities faculties change during the learning process (from 1 to 3, then to 5) and this is due to an increase in the role of some factors and a decrease in the role of other factors, was confirmed.
The educational activity of a student is of great social importance.
Its main purpose is to fulfill social needs for people with higher education and appropriate upbringing.
The educational activity of a student is unique in terms of its goals and objectives, features of the course of mental processes, and manifestations of motivation.
Therefore, it was important for us to investigate the place of educational activity in the life of students of humanitarian faculties, as well as to identify the main motivations for educational activity and the factors influencing them.
Conclusion
An analysis of the psychological and pedagogical literature on the problem of motivation for educational activity made it possible to identify a number of provisions that we will use in the practical part of the study of the motivation for educational activity of students of humanitarian faculties:
1. For the purposes of this study, we will consider motivation as a system of factors that cause activity and determine the direction of the student's behavior and activities.
2. An analysis of the problem of motivation for learning activity shows that each of the aspects of the motivational sphere of learning can have a number of meaningful and dynamic characteristics.
To dynamic - those that are not directly related to the characteristics of educational activity and are influenced by the psychophysiological characteristics of the student.
Therefore, along with the development of ideas about the parameters of the motivational sphere, it is necessary to detail the pedagogical conditions for the development of positive motivation for educational activity among students of humanitarian faculties in the process of teaching.
3. The processes of student motivation are influenced by two categories of factors. In the first category, we will include factors that are determined by socialization: family, level of training, prestige of the chosen specialty, attitude to educational activities, ideas about the professional future (question no. 2, 3, 9).
We will refer to the factors of the second category: the organization of the educational process, the level of teaching, the type of relationship between the teacher and the student, etc. These factors can be influenced in the process of learning activities (question no. 5, 6, 7, 11,12,13).
4. The personality typology developed by Carl Jung has a significant influence on the motivation of students' learning activities. Therefore, in our study, we used testing to determine the psychotype on the "extrovert-introvert" scale.
Personality type is a stable psychological structure that determines the strengths and weaknesses of the personality. Knowledge of the psychological type allows you to successfully choose a suitable specialty, shows effective ways to achieve success, and allows you to avoid unnecessary difficulties.
· Extraversion - directing attention mainly to the outside world, to objects.
Introversion - paying attention mainly to your inner world and your relationship with objects.
An extrovert and an introvert are two types of psyche, just as different and just as equivalent, as, in a rough analogy, a man and a woman. Both of them have their advantages and disadvantages. But, unlike gender, the discussed psychotypical trait is often not taken into account. And, meanwhile, the difference between introverts and extroverts, in a psychological sense, is as significant as the difference between a man and a woman in a physiological sense. Knowing this, it is easy to imagine the possible consequences of ignoring the psychological type in the choice of faculty and in the future profession.
5. The educational activity of a student is of great social importance. Thanks to educational activities, social needs for people with higher education and appropriate upbringing are realized. The educational activity of a student is unique in terms of its goals and objectives, features of the course of mental processes, and manifestations of motivation.
Therefore, it was important for us to investigate the place of educational activity in the life of students of humanitarian faculties, as well as to identify the features of the motivation for educational activity and the factors influencing it.
6. In the study of the typology of students, tests from the anthology on psychology and typology of characters of Raigorodsky D.Ya. were used, as well as psychological tests edited by A.A. Karelina.
7. To analyze the data obtained as a result of the study, we used the methodology of data analysis in sociology Tatarova D.G. , method of Yadov V.A. , works by Batygin G.S. on the methodology of sociological research, Nasledova A.D. on mathematical methods of psychological research.
8. As a result of the analysis and interpretation of the data, the following conclusions were drawn:
· The type of student's psyche influences the processes of motivation. An extrovert and an introvert are two types of psyche, just as different and just as equivalent, as, in a rough analogy, a man and a woman. Both of them have their advantages and disadvantages. But, unlike gender, the discussed psychotypical trait is often not taken into account. And, meanwhile, the difference between introverts and extroverts, in a psychological sense, is as significant as the difference between a man and a woman in a physiological sense.
· Analysis of the results of the study showed that there are socionic types in the humanities faculties, both extraversive and introversive types. However, for the faculties of the humanities, it is characteristic that among students the introverted type prevails (72.5%), which has certain motives for learning activities that are different from the extrovert.
· In the process of questioning, the main motives of the educational activity of students of the humanities faculties were identified and ranked, and it was found that the strength of motivating factors for students of the humanities faculties tends to decrease from the 1st year to the third and then to the fifth.
· From our point of view, it is important for university teachers to pay attention to the strengthening of such a motivation factor as interpersonal relationships with students. To do this, it is necessary to diversify the forms and methods of educational activities, individual and group (training, research, advisory, etc.), and use various models of pedagogical communication.
In order to strengthen the motivation of the educational activities of students of the administration of the university and faculties, it is necessary to determine the policy of the university as an educational institution, highlight the mission, strategic goals and objectives, improve the conditions for educational activities (sanitary and hygienic, material and technical, interpersonal relations in the system "administration-teachers-students ").
As a result of the study of the peculiarities of motivation of educational activity of students of humanitarian faculties, we have revealed the following:
1. At the faculties of the humanities, the majority of students of the introversive socionic type of personality;
2. The motivation of the educational activity of students of the humanities faculties changes in the process (from 1st to 3rd, and then to the 5th year), and this is due to an increase in the role of some factors and a decrease in the role of other factors.
3. Motivation of educational activity of students of humanitarian faculties is different depending on the chosen specialty. At the same time, the motivations for learning activities are similar among students:
Faculty of History and Philology
Consequently, our hypotheses No. 1 and No. 2 were confirmed. Hypothesis No. 3 was partially confirmed.
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Research program
Research problem: the problem of motivation for learning activities has been repeatedly addressed by both domestic and Western researchers.
The education system, including higher humanities, is currently experiencing certain difficulties. It faces acute problems that are a consequence of the deep reforms being carried out in the country. The political, socio-economic, organizational transformations taking place in society require significant changes in the training of specialists in the humanities faculties.
Modern society needs people with a high level of general development, with a high level of professionalism, initiative and enterprise, and creative abilities. This predetermines the restructuring of the learning process as a whole and each of its aspects, especially the motivational one.
All scientists who have dealt with the problem of motivation for educational activity emphasize the great importance of its formation and development among students, since it is the guarantor of the formation of cognitive activity, and as a result, thinking develops, knowledge is acquired that is necessary for successful personality activity in later life.
As the results of sociological studies show, the interest in teaching among university students is falling from year to year. Only 58.4% of students have a sufficiently developed interest in learning. Moreover, there is a pronounced downward trend in this indicator from 63.3% in the first year to 48.1% in the third year. The consequence of such a decrease in students' interest in learning is their rather low activity in the learning process.
Therefore, we explore what are the current motives of students of humanitarian faculties in the process of learning and the factors that determine them.
The study was conducted with students of the philological (20 people), historical (20), law (20 people), State Medical University (20) faculties of Samara State University.
Subject of research: factors and motives of educational activity of students of humanitarian faculties
Purpose of the study:
1) identification of factors influencing the peculiarities of motivation of students of humanitarian faculties
2) ranking the motives of educational activity of students of humanitarian faculties
Research objectives:
1. Analyze the theoretical and methodological foundations of the concepts of motives and motivation, represented by various concepts and disciplinary approaches.
2. Consider the place of educational activity in the life of students of humanitarian faculties.
3. Based on the analysis of testing data according to K.G. Jung to identify the main socionic types of students of humanitarian faculties.
4. Based on the analysis of the survey data, identify the main motives for the educational activities of students of humanitarian faculties.
Research hypotheses:
1. Motivation of educational activity of students of humanitarian faculties depends on psychophysiological (socionic) personality type of a student of humanitarian faculty;
2. Motivation of educational activity of students of humanities faculties change during the learning process (from 1st to 3rd, then to 5th year) and this is due to the increase in the role of some factors and the decrease in the role of other factors.
3. Motivation of educational activity of students of humanitarian faculties is different depending on their chosen specialty.
Annex B
The procedure and the process of interpreting the concept of motivation for learning activities
Figure B 1 - The procedure and the process of interpreting the concept of motivation for learning activities
Annex B
Testing according to K.G. Jung
(Computer processing -http://psynet.by.ru/tests1.htm)
The theory of psychological types states that each of us has natural preferences and that our true psychological type indicates how we prefer to act in various situations and in what environment we feel most comfortable.
Studying your own psychological type will help you find out why some areas of life are easy for you, and others only after a hard struggle. Studying the psychological types of those around you will help you find the most effective way to communicate with them and understand in which areas they excel best.
You need to choose one of the two answers
1. What do you prefer?
2. a few close friends
3. large friendly company
5. with an entertaining storyline
6. with the disclosure of the experiences of the characters
7. What are you more likely to admit in a conversation?
8. being late
10. If you commit a bad deed, then:
11. acutely worried
12. no acute feelings
13. How do you get along with people?
14. fast, easy
15. slowly, carefully
16. Do you consider yourself touchy?
19. Do you tend to laugh, laugh heartily?
22. Do you consider yourself?
23. silent
24. talkative
25. Are you outspoken or secretive?
26. frank
27. secretive
28. Do you like to analyze your experiences?
31. Being in a society, you prefer:
32. talk
33. listen
34. Do you often experience dissatisfaction with yourself?
37. Do you like to organize something?
40. Would you like to keep an intimate diary?
43. Do you move quickly from decision to execution?
46. Do you easily change your mood?
49. Do you like to convince others, to impose your views?
52. Your movements:
53. fast
54. slow
55. Do you worry a lot about possible troubles?
58. In difficult cases:
59. hurry to seek help from others
60. don't like to be treated
Annex D
Research Questionnaire
Dear respondent!
Students of the sociological faculty of Samara State University are conducting a study.
Please answer the questions in the survey. It is quite easy to do this. Read the question and the answers to it. Choose the option that best matches your opinion. If you did not find a suitable answer, then give your own.
The received data will be used in a generalized form, so it is not necessary to indicate your name and address.
Thanks in advance for your participation! And now we would like to ask you our questions.
1. Please indicate your faculty:
1. Historical
2. Legal
3. Philological
2. Why did you choose this faculty
1. By calling
2. On the advice (insistence) of parents
3. Friend went
4. Less passing score
5. Training is cheaper
6. Because it doesn't matter
7. Prestige
8. As a guarantee of a future high financial position
9. other ____________________________________
3. What is the most important thing in life for you today
1. Studying at the university
2. Relationships with friends
3. Relationship with a loved one
5. Entertainment
8. Other ___________________
4. Do you like studying?
2. More likely yes than no
3. Rather no than yes
5. Difficult to answer
5. What do you like in the process of learning activities (you can choose more than one answer)
1. Gaining knowledge
2. Participation in research work, scientific conferences
3. The process of communication with fellow students
4. Participation in extracurricular activities of the university (KVN, student spring, various circles, etc.)
5. Other ______________________
6. What do not like in the process of learning activities (you can choose more than one answer)
1. Not getting the necessary knowledge
2. They teach subjects that are unnecessary for the future specialty
3. Big workload, little free time
3. Relations with teachers
4. Relations with students
5. Poorly organized extracurricular activities of students
6. Insufficient involvement of students in research work in their future profession
7. Other ____________________________________
7. Mark what factors are most important for you in the learning process (you can choose several answers):
1) achievement of knowledge and professionalism,
2) recognition,
3) the learning activity itself,
4) responsibility,
5) increase in social status,
6) interpersonal relationships with students,
7) interpersonal relationships with teachers,
8) quality of education
9) other _______________________________
8. Do you think it is prestigious to be a student of your faculty today?
1) yes, I think
2) no, I don't think so
3) find it difficult to answer
4) other ___________________________
9. Does the educational activity correspond to your ideas about it before entering the university?
1) fully complies
2) rather yes
3) rather not
4) no, it does not match at all
5) find it difficult to answer
10. Do you have friendly (friendly) relations with students
2) yes - in a group
3) yes - at the faculty
4) yes - at the university
11. What qualities are typical for the students of your group (you can choose several answers)
1) benevolence
2) activity
3) purposefulness
4) mutual assistance
5) trust
6) malevolence
7) disunity
8) indifference
12. Do you think that your attitude to learning activities depends on teachers?
1) totally depends
2) rather yes
3) rather not
4) no, it doesn't matter at all
5) find it difficult to answer
13. What qualities of the University teachers impress you the most? (multiple answers can be selected)
1) benevolence
2) professionalism
3) knowledge of your subject
4) loyalty
5) demanding
6) respect for students
7) Appearance
8) do not refuse help
9) other _________________________________
14. After graduating from our university, do you plan to work in your chosen specialty?
2) rather not
3) rather yes
5) find it difficult to answer
15. Please indicate your gender:
16. Please indicate your age:_____
17. Please indicate your marital status
1. Married (married)
2. Single (not married)
3. Divorced (divorced)
4. Widow (widower)
Annex D
Table E. 1 - Summary table of motivation factors
| Faculty | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
| confession | achievements | educational process | responsibility | status upgrade | administration | the control | interpersonal relationships with students | interpersonal relationships with teachers | conditions of educational activity | scholarship | extracurricular activities | teaching quality | conformity of teaching with professional orientation | |
| Legal | 17 | 14 | 12 | 14 | 18 | 15 | 11 | 9 | 11 | 13 | 11 | 7 | 17 | 18 |
| Course 1 | 5 | 4 | 6 | 7 | 7 | 7 | 5 | 4 | 2 | 4 | 4 | 3 | 4 | 4 |
| 3 course | 6 | 5 | 4 | 2 | 5 | 5 | 3 | 3 | 4 | 5 | 4 | 3 | 8 | 7 |
| 5 course | 6 | 5 | 2 | 5 | 6 | 3 | 3 | 2 | 5 | 2 | 3 | 1 | 5 | 7 |
| GMU | 16 | 15 | 12 | 15 | 18 | 15 | 11 | 9 | 13 | 11 | 11 | 7 | 17 | 18 |
| Course 1 | 4 | 5 | 5 | 7 | 7 | 6 | 5 | 4 | 3 | 5 | 5 | 4 | 6 | 5 |
| 3 course | 6 | 5 | 4 | 3 | 5 | 6 | 4 | 3 | 4 | 4 | 3 | 2 | 5 | 6 |
| 5 course | 6 | 5 | 3 | 5 | 6 | 3 | 2 | 2 | 6 | 2 | 3 | 1 | 6 | 7 |
| Phil. + East. | 18 | 21 | 20 | 34 | 12 | 15 | 17 | 26 | 25 | 14 | 22 | 8 | 23 | 30 |
| Course 1 | 7 | 8 | 9 | 8 | 4 | 7 | 8 | 12 | 5 | 3 | 9 | 3 | 5 | 7 |
| 3 course | 6 | 6 | 6 | 6 | 4 | 3 | 7 | 9 | 8 | 7 | 8 | 3 | 10 | 9 |
| 5 course | 5 | 7 | 5 | 20 | 4 | 5 | 2 | 5 | 12 | 4 | 5 | 2 | 8 | 14 |
Table D.2 - Grouping of motivation factors by courses
| Courses | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | Total |
| confession | achievements | educational process | responsibility | status upgrade | administration | the control | interpersonal relationships with students | interpersonal relationships with teachers | conditions of educational activity | scholarship | extracurricular activities | teaching quality | conformity of teaching with professional orientation | ||
| Course 1 | 16 | 17 | 20 | 22 | 18 | 20 | 18 | 20 | 10 | 12 | 18 | 10 | 15 | 16 | 232 |
| 3 course | 18 | 16 | 14 | 11 | 14 | 14 | 14 | 15 | 16 | 16 | 15 | 8 | 23 | 22 | 216 |
| 5 course | 17 | 17 | 10 | 30 | 16 | 11 | 7 | 9 | 23 | 8 | 11 | 4 | 19 | 28 | 210 |
| Total | 51 | 50 | 44 | 63 | 48 | 45 | 39 | 44 | 49 | 36 | 44 | 22 | 57 | 66 | 658 |
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 induce 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, one must know well what motives can induce a person to desirable actions and how to evoke these motives. This type of motivation is a lot like a variant of a bargain: “I give you what you want, and you give me what I want.” If the two parties do not have points of interaction, then the process of motivation cannot take place. Second type motivation, its main task is the formation of a certain motivational structure of a person. In this case, the main attention is paid to developing and strengthening the motives of a person’s actions that are desirable for the subject of motivation, and vice versa, to weaken those motives that interfere with the effective management of a person. This type of motivation is in the nature of educational and educational work and is often not associated with any specific actions or results that are expected to be received from a person as a result of his activity. The second type of motivation requires much more effort, knowledge and ability to implement it. However, its results as a whole significantly exceed the results of the first type of motivation.
Incentives act as levers of influence or carriers of “irritation” that cause the action of certain motives. Individual objects, actions of other people, promises, carriers of obligations and opportunities, offered to a person as compensation for his actions, or what he would like to receive as a result of certain actions, can act as incentives. A person reacts to many stimuli not necessarily consciously. To individual stimuli, his reaction may even be beyond conscious control.
The response to specific stimuli is not the same in different people. Therefore, stimuli by themselves have no absolute meaning or meaning if people do not respond to them.
The process of using various incentives to motivate people is called the incentive process. Stimulation takes many forms. In management practice, one of its most common forms is financial incentives. The role of this stimulation process is exceptionally great.
However, it is very important to take into account the situation in which material incentives are carried out and try to choose exaggerations of its capabilities, since a person has a very complex and ambiguous system of needs, interests, priorities and goals.
Stimulation is fundamentally different from motivation. The essence of this difference is that stimulation is one of the means by which motivation can be carried out.
1.2 Types of motivation
In psychology, there are extrinsic (external motivation), intrinsic (intrinsic motivation), positive and negative motivation, material and moral motivation, stable and unstable motivation. In this paper, we will consider the first four types in more detail.
1.2.1 Extraordinary and intriguing motivation
In Western psychological literature, the question of extrinsic (due to external conditions and circumstances) and intrinsic (internal, associated with personal dispositions: needs, attitudes, interests, inclinations, desires) is widely discussed, in which actions and deeds are performed "of the good will" of the subject. In this case, we are talking about external and internal incentives that encourage the deployment of the motivational process.
When they talk about external motives and motivation, they mean either circumstances (actual conditions that affect the effectiveness of activities, actions), or some external factors that affect decision making and the strength of the motive (remuneration, etc.); including the attribution by the person himself to these factors of a decisive role in making decisions and achieving results. In these cases, it is more logical to talk about externally stimulated or externally organized motivation, while understanding that circumstances, conditions, situations become important for motivation only then, when they become significant for a person, to satisfy needs, desires. Therefore, external factors must be transformed into internal ones in the process of motivation.
1.2.2. Positive and negative motivation
It is not so much about a sign of motivation, as about the emotions that accompany the decision-making and its implementation. When expecting negative motivation, a person experiences emotions such as fear and disappointment. A person is afraid of punishment for his actions. Subsequently, fear is learned, i.e. Once again in this situation, a person begins to be afraid. And when expecting positive motivation, when the behavior has encouraged consequences, a person experiences an emotion hope and relief. Thus, these emotions of expectation allow a person to adequately and flexibly make decisions and manage their behavior, causing reactions that increase hope and relief or reduce fear and disappointment.
In the case of predicting the possibility of satisfying the need for attraction, positive emotional experiences arise, in the case of planning activities as an objectively given need (due to harsh circumstances, social requirements, duties, duty, volitional effort on oneself), negative emotional experiences may arise.
1.3 Stages of the motivational process
The need for a staged (step by step) consideration of the motivational process, although from different positions, was pointed out by many researchers. The stage model for making a moral decision was developed by S. Schwartz. The value of his model lies in the careful consideration of the stages of evaluation: the situation leading to the emergence of a desire to help another person, one's own capabilities, consequences for oneself and for the person in need of help.
V. I. Kovalev considers the motive as the transformation and enrichment of needs with incentives. If the stimulus has not turned into a motive, then it is either “not understood” or “not accepted”. Thus, a possible variant of the emergence of a motive, writes V. I. Kovalev, can be represented as follows: the emergence of a need - its awareness - the “meeting” of a need with a stimulus - the transformation (usually through a stimulus) of a need into a motive and its awareness. In the process of the emergence of a motive, various aspects of the stimulus (for example, encouragement) are evaluated: significance for a given subject and for society, justice, etc.
A. A. Fayzullaev distinguishes five stages in the motivational process.
The first stage is the emergence and awareness of motivation. Full awareness of the urge includes awareness of the subject content of the urge (what object is needed), the action, the result, and how to carry out this action. As a conscious motivation, the author notes, there can be needs, inclinations, inclinations, and in general any phenomenon of mental activity (image, thought, emotion). At the same time, the motivating aspect of a mental phenomenon may not be realized by a person; as the author writes, it may be in a potential (rather, hidden) state. However, a drive is not a motive yet, and the first step to its formation is awareness of the drive.
The second stage is the "acceptance of the motive". Under this somewhat illogical name of the stage (If until now we could not talk about a motive, then what can be accepted? And if it already was, at the second stage we should talk about making a decision - “do or not do”) acceptance of the impulse, i.e., its identification with the motivational-semantic formations of the personality, correlation with the hierarchy of subjective-personal values, inclusion in the structure of significant human relations. In other words, at the second stage, a person, in accordance with his moral principles, values, and so on, decides how significant the need, attraction that has arisen is, whether it is worth satisfying them.
The stages of motivation, their number and internal content largely depend on the type of incentives, under the influence of which the process of forming intentions as the final stage of motivation begins to unfold. Stimuli can be physical - these are external stimuli, signals and internal (unpleasant sensations emanating from the internal organs). But incentives can also be demands, requests, a sense of duty and other social factors. They can influence the nature of motivation and methods of goal setting.
II . The dynamics of the development of motivation for learning activities
2.1 Motivation for learning activities at school
Educational activity 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. The motive of learning activity is understood as all the factors that determine the manifestation of learning activity: needs, goals, attitudes, a sense of duty, interests, etc.
There are five levels of learning motivation:
1. First level– high level of school motivation, learning activity. (Such children have a cognitive motive, the desire to most successfully fulfill all the school requirements. Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.)
2. Second level– good school motivation. (Students do well in learning activities.) This level of motivation is the average norm.
3. Third level- a positive attitude towards school, but the school attracts such children with extracurricular activities. (Such children feel well enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, a pencil case, notebooks. Cognitive motives for such children are formed to a lesser extent, and the educational process does not attract them much .)
4. Fourth level– low school motivation. (These children are reluctant to attend school, prefer to skip classes. In the classroom they often do extraneous activities, games. They experience serious difficulties in learning activities. They are in serious adaptation to school.)
5. Fifth level- negative attitude to school, school maladaptation. (Such children experience serious difficulties in learning: they do not cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, being in it is unbearable for them. In other cases, students may show aggression , refuse to complete tasks, follow certain norms and rules. Often, such schoolchildren have neuropsychiatric disorders.)
The motive for attending school by first-graders (admission to school). This motive is not equivalent to the motive of learning, since the needs that bring the child to school, in addition to cognitive, can be: prestigious(increasing one's social position), striving for adulthood and the desire to be called a schoolboy, not a kindergartener, a desire to be “like everyone else”, to keep up with their peers in the performance of social roles. Hence, the goals of satisfying needs can be both studying and going to school to fulfill the role of a student, a schoolboy. In the latter case, the student voluntarily fulfills all the norms and rules of behavior at school as appropriate to the role he has taken.
Motivation of educational activity and behavior of younger schoolchildren. A feature of the motivation of most elementary school students is the unquestioning fulfillment of the requirements of the teacher. The social motivation of educational activity is so strong that they do not even always strive to understand why they need to do what the teacher tells them: if they ordered, then it is necessary. Even boring and useless work they do carefully, as the tasks they receive seem important to them. This, of course, has a positive side, since it would be difficult for a teacher to explain to schoolchildren every time the significance of this or that type of work for their education.
Motivation of educational activity and behavior of middle school students. Its first feature is the emergence of a student's persistent interest in a particular subject. This interest does not appear unexpectedly, in connection with the situation at a particular lesson, but arises gradually as knowledge is accumulated and is based on the internal logic of this knowledge. Moreover, the more the student learns about the subject of interest to him, the more this subject attracts him. An increase in interest in one subject occurs in many adolescents against the background of a general decrease in motivation for learning and an amorphous cognitive need, because of which they begin to violate discipline, "miss classes, do not do homework. These students change the motives for attending school: not because they want but because it is necessary. This leads to formalism in the assimilation of knowledge - lessons are taught not in order to know, but in order to get marks. The perniciousness of such a motivation for educational activity is obvious - there is memorization without understanding. Schoolchildren have verbalism, an addiction to clichés in speech and thoughts, there is indifference to the essence of what they study.Often they treat knowledge as something alien to real life, imposed from the outside, and not as the result of a generalization of the phenomena and facts of reality. correct view of the world, lack of scientific convictions, delayed development of self-awareness and self-control la, requiring a sufficient level of development of conceptual thinking. In addition, they develop a habit of thoughtless, meaningless activity, a habit of cunning, trickery in order to avoid punishment, a habit of cheating, answering on a prompt, a cheat sheet. Knowledge is formed fragmentary and superficial. Even when a student studies conscientiously, his knowledge may remain formal. He does not know how to see real life phenomena in the light of the knowledge gained at school, moreover, he does not want to use them in everyday life. When explaining some phenomena, he tries to use common sense more than the acquired knowledge. All this is explained by the fact that adolescents, like younger students, still have a poorly developed understanding of the need for study for future professional activity, for explaining what is happening around. They understand the importance of learning "in general", but other stimuli acting in the opposite direction still often defeat this understanding. It requires constant reinforcement of the motive of teaching from the outside in the form of encouragement, punishment, marks. It is no coincidence that two trends have been identified that characterize the motivation for learning in the middle grades of the school. On the one hand, teenagers dream of skipping school, they want to go for walks, play, they say that they are tired of school, that teaching is a difficult and unpleasant duty for them, from which they are not averse to freeing themselves. On the other hand, the same students, being placed in the course of an experimental conversation before the possibility of not going to school and not studying, resist such a prospect, refuse it. The main motive for the behavior and activities of middle school students at school is the desire to find their place among their peers.
Motivation of educational activity and behavior of high school students. The main motive for teaching high school students is to prepare for admission to a professional educational institution. It is no coincidence that half of the school's graduates have a well-formed professional plan that includes both the main and reserve professional intentions. Consequently, the main goal for school graduates is to acquire knowledge, which should ensure admission to the intended educational institutions. The motives for learning among older schoolchildren differ significantly from those among adolescents in connection with the planned professional activity. If teenagers choose a profession corresponding to their favorite subject, then high school students begin to be especially interested in those subjects that will be useful to them in preparing for their chosen profession. The older the students, the fewer motivators they name as motivators or grounds for their behavior. This may be due to the fact that under the influence of their worldview, a fairly stable structure of the motivational sphere arises, in which motivators (personal dispositions, personality traits), reflecting their views and beliefs, become the main ones. There is a need for high school students to develop their own views on moral issues, and the desire to sort out all the problems on their own leads to a refusal to help adults.
2.2. Formation of motives for educational activity of schoolchildren
In psychology, it is known that the formation of learning motives goes in two ways:
1. Through the assimilation by students of the social meaning of the doctrine;
2. Through the very activity of the student's teaching, which should interest him in some way.
On the first path, the main task of the teacher is, on the one hand, to convey to the child's consciousness those motives that are not socially significant, but have a sufficiently high level of reality. An example is the desire to get good grades. Students need to be helped to realize the objective relationship of assessment with the level of knowledge and skills. And thus gradually approach the motivation associated with the desire to have a high level of knowledge and skills. This, in turn, should be recognized by children as a necessary condition for their successful, socially useful activity. On the other hand, it is necessary to increase the effectiveness of motives that are perceived as important, but do not really affect their behavior.
In psychology, many quite a lot of specific conditions are known that arouse the student's interest in learning activities. Let's consider some of them.
1. The method of disclosure of educational material.
Usually the subject appears to the student as a sequence of particular phenomena. The teacher explains each of the known phenomena, gives a ready-made way of working with him. The child has no choice but to remember all this and act in the way shown. With such a disclosure of the subject, there is a great danger of losing interest in it. On the contrary, when the study of the subject goes through revealing to the child the essence underlying all particular phenomena, then, relying on this essence, the student himself receives particular phenomena, learning activity acquires a creative character for him, and thereby arouses his interest in studying the subject. At the same time, both its content and the method of working with it can motivate a positive attitude towards the study of this subject. In the latter case, there is motivation by the process of learning.
2. Organization of work on the subject in small groups.
The principle of recruitment of students in the acquisition of small groups is of great motivational importance. If children with neutral motivation for a subject are combined with children who do not like this subject, then after working together, the former significantly increase their interest in this subject. If, however, students with a neutral attitude to a given subject are included in the group of those who love this subject, then the attitude of the former does not change.
3. The relationship between motive and purpose.
The goal set by the teacher should become the goal of the student. For the transformation of the goal into motives-goals, it is of great importance for the student to realize his successes, to move forward.
4. Problematic learning.
At each stage of the lesson, it is necessary to use problematic motivations, tasks. If the teacher does this, then usually the motivation of the students is at a fairly high level. It is important to note that in terms of content it is cognitive, i.e. internal.
2. Without fail, the content of training includes generalized methods of working with this basic knowledge.
3. The process of learning so that the child acquires knowledge through their application.
4. Collective forms of work. Especially important is the combination of cooperation with the teacher and with the student.
All taken together leads to the formation of cognitive motivation in children.
2.3 Motivation of educational activity of students
The main motives for entering a university are: the desire to be in the circle of student youth, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations, and its creative possibilities. There are differences in the significance of motives for girls and boys. Girls more often note the great social significance of the profession, the wide scope of its application, the opportunity to work in large cities and research centers, the desire to participate in student amateur performances, and the good material security of the profession. Young men more often note that the chosen profession meets their interests and inclinations. They also refer to family traditions.
Social conditions of life significantly affect the motives for entering a university.
The leading educational motives among students are "professional" and "personal prestige", less significant are "pragmatic" (to receive a diploma of higher education) and "cognitive". True, the role of dominant motives changes in different courses. In the first year, the leading motive is "professional", in the second - "personal prestige", in the third and fourth years - both of these motives, in the fourth - also "pragmatic". The success of training was largely influenced by "professional" and "cognitive" motives. "Pragmatic" motives were mainly characteristic of poorly performing students.
In all courses, the first place in importance was occupied by the “professional” motive. The second place in the first year was taken by the “cognitive” motive, but in the subsequent courses, the general social motive came to this place, pushing the “cognitive” motive to third place. The "utilitarian" (pragmatic) motive was fourth in all courses; it is characteristic that from junior to senior years his rating fell, while the rating of the "professional" motive, as well as the "general social", increased.
The "professional", "cognitive" and "general social" motives were more pronounced among the well-performing students than among the average students, and the "utilitarian" motive among the latter was more pronounced than among the former. It is also characteristic
that the "cognitive" motive took the second place among the well-performing students, and the third among the students with average academic performance.
A. I. Gebos identified factors (conditions) that contribute to the formation of a positive motive for learning among students:
■ awareness of immediate and final learning goals;
■ awareness of the theoretical and practical significance of acquired knowledge;
■ emotional form of presentation of educational material;
■ showing "promising lines" in the development of scientific concepts;
■ professional orientation of educational activity;
■ selection of tasks that create problem situations in the structure of learning activities;
■ the presence of curiosity and “cognitive psychological climate in the study group.
P. M. Yakobson proposed his own classification for the motives of educational activity (although he preferred to talk about motivation, but motivation and motive are one and the same for him).
The first kind of motives he called "negative". Under these motives, he understood the student's motives caused by the awareness of certain inconveniences and troubles that may arise if he does not study: reprimands, threats from parents, etc. In essence, with such a motive, this is learning without any desire, without interest in both getting an education and attending an educational institution. Here, motivation is carried out on the principle of "choosing the lesser of two evils." The motive for attending an educational institution is not related to the need to acquire knowledge or to increase personal prestige. This motive of necessity, inherent in some students, cannot lead to success in learning, and its implementation requires violence against oneself, which, with a weak development of the volitional sphere, leads to the departure of these students from the educational institution.
The second variety of motives for learning activity, according to P. M. Yakobson, is also associated with an extracurricular situation, which, however, has a positive effect on learning. Influences from society form a student's sense of duty, which obliges him to get an education, including a professional one, and become a full-fledged citizen, useful for the country, for his family. Such an attitude towards learning, if it is stable and occupies a significant place in the orientation of the student's personality, makes learning not only necessary, but attractive, gives strength to overcome difficulties, to show patience, perseverance, perseverance. In the same group of motives, P. M. Yakobson also includes those that are associated with narrow personal interests. At the same time, the learning process is perceived as a path to personal well-being, as a means of moving up the life ladder. For example, a student has no interest in learning as such, but there is an understanding that without knowledge it will not be possible to “advance” in the future, and therefore efforts are made to master them. Such a motive is often found among part-time students who are forced to receive a higher, for example, pedagogical, education at the insistence of the administration, in order to increase the tariff category, etc. Studying at a university is for many of them a formal act for obtaining a diploma of higher education, and not for improve their teaching skills.
The third type of motivation, according to P. M. Yakobson, is associated with the very process of learning activity. The need for knowledge, curiosity, the desire to learn new things encourage learning. The student receives satisfaction from the growth of his knowledge when mastering new material; the motivation of learning reflects stable cognitive interests. The specificity of the motivation of educational activity depends, as P. M. Yakobson notes, on the personal characteristics of students: on the need to achieve success or, conversely, on laziness, passivity, unwillingness to make efforts on oneself, resistance to failure (frustration), etc.
Awareness of the high importance of the motive of learning for successful learning led to the formation the principle of motivational support educational process (O. S. Grebenyuk). The importance of this principle stems from the fact that in the process of studying at a university, the strength of the motive for learning and mastering the chosen specialty decreases.
III . Experimental study of the motivation of educational activity of first-year students of the university
3.1. Purpose and objectives of the study.
Social conditions of life significantly affect the motives for entering a university. Different authors name different motives for entering a higher education institution, but motives that do not lose their significance in a different way of social order are still stably manifested.
Target research to identify the features of the motivation of educational activities of first-year students of MOU VPO MIZH.
Based on the objectives of the study, we define its objectives:
1. To study Psychological and pedagogical literature on the problem;
2. Select research methods and techniques;
3. Analyze the obtained results.
The study was conducted at the MOU VPO MIZH in Zhukovsky. The study involved 42 first-year students (9 students majoring in Crisis Management, 6 students majoring in Pedagogy and Psychology, 27 students majoring in Applied Informatics in Economics). 19 female students and 23 male students. The study was conducted in the 2008-2009 academic year.
3.2 Research equipment methods
To conduct the study, we used the method of theoretical analysis, the comparative method and such methods as “Motivation for studying at the university T.I. Ilina”, “Studying the motives of the educational activities of students A.A. Reana, V.A. Yakunin".
3.3 The course of the study and the interpretation of the results.
The main motives for entering a university are: the desire to be in the circle of students, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations, and its creative possibilities.
To determine the motive for studying at a university, we used the method of T.I. Ilina "Motivation for studying at a university". It has three scales: “acquisition of knowledge” (desire to acquire knowledge, curiosity); “mastery of a profession” (the desire to acquire professional knowledge and form professionally important qualities); “obtaining a diploma” (the desire to acquire a diploma with the formal assimilation of knowledge, the desire to find workarounds when passing exams and tests). This technique has high validity and reliability.
The course work provides the text of the methodology, the data processing algorithm, brief instructions for their interpretation (See Appendix 1).
The results of the study using this method are presented in Table 1 and pie charts 1, 2, 3.
Table 1
The table shows how many first-year students out of the total number of subjects chose one or another motive.
Diagram 1
We see that 55% of the subjects chose Motive No. 3 (“getting a diploma”). Which may indicate an inadequate choice of a university student, a profession.
Consider how the choice of motive differs between girls and boys.
Diagram 2
Chart 2 shows that a large percentage of girls choose motive No. 1 "acquisition of knowledge". It so happened that girls are more ambitious and more responsible for choosing a profession and a university.
Diagram 3
From diagram 3, we see that 78% of young men choose Motive No. 3 “getting a diploma”. This indicates that for young men the main motive for entering a university is social motives (deferral from the army, family traditions). We also observe that young men do not have motive No. 2 “mastering a profession”. It is likely that the absence of this motive is a consequence of the modern problem of employment. Many young people, having received a diploma of higher education, cannot get a job in their chosen profession.
Conclusion: The results of the study according to the methodology "Motivation for studying at a university" showed that at the first - starting - stage of the transition of an applicant to student forms of life and education, the motive "getting a diploma" plays the leading role, in second place is the motive of "mastering a profession", and in third place - motive "acquisition of knowledge".
To study the motives of students' learning activities, we used the methodology "Studying the motives of students' educational activities." The technique was proposed by A.A. Rean and V.A. Yakunin. There are two versions of this technique, the differences between which are determined by the procedure and laid down in the instructions. In the study, we used Option 2. This technique makes it possible to determine the most significant motives for learning activities, out of 16 proposed.
Each motive is evaluated on a 7-point scale. For the group, the arithmetic mean value for each motive is calculated. This makes it possible to learn about the reliability of the revealed differences in the frequency of group preference for one or another motive. A qualitative analysis of the leading motives of the student's educational activity is also carried out, the frequency of one or another motive is determined for the entire sample.
The results of the study are presented in table 2 and bar charts 4 and 5. As well as individual protocols (See Appendix 5)
table 2
| Subjects | Motif number in the list | |||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | |
42 students MOU VPO MIZH |
6,5 | 6,6 | 6,4 | 6 | 4,6 | 6,3 | 5,2 | 5,9 | 6,2 | 6,4 | 5,3 | 5,2 | 4,8 | 5,7 | 5,2 | 6 |
Research protocol according to the methodology "Studying the motives of students' educational activities"
The table shows that the subjects gave a high rating to the motives numbered 1 (become a highly qualified specialist), 2 (get a diploma), 3 (successfully continue their studies in subsequent courses), 10 (ensure the success of their future professional activities). Motives 7 (to be constantly ready for the next classes), 12 (to achieve the respect of teachers), 13 (to be an example for fellow students) received a low rating. It is likely that the specifics of educational activity and the choice of significant motives depend on the personal characteristics of students: on the need to achieve success, on laziness, on the unwillingness to make efforts on oneself, on changes in social status.
Diagram 4
Studies have shown that the motives chosen by girls differ from the motives chosen by boys (Diagram 5). Let's take a look at these differences.
Diagram 5
We see that motive 12 (to achieve the respect of teachers) is more significant for girls than for boys. It is also seen that the motives associated with social factors prevail over cognitive motives.
Conclusion: The leading educational motives of first-year students are "pragmatic" (obtaining a diploma of higher education), "personal prestige", "professional", and less significant "professional".
Motivation is an important factor in the educational activities of students. Having studied the motives and motivation of the educational activities of students, we came to the conclusion that the first-year students of the MOU HPE MIZH, who represent the group of subjects, characteristically dominate the motivation for studying at the university "pragmatic" (obtaining a diploma of higher education) and the motive of educational activity "obtaining a diploma .
Conclusion
The purpose of this course work is to study the motivation of educational activities of first-year students of the university.
After analyzing the scientific and psychological literature devoted to the peculiarities of the motivation of the educational activity of first-year students, as well as conducting an empirical study using the methods of "Studying the motives of educational activity of students" T.I. Ilyina and "Motivation for studying at a university" by A.A. Rean, V.A. Yakunin, we found that the leading motives of university students are social motives (getting a diploma, motives of personal prestige). The study confirms the hypothesis that the motive of "personal prestige" is more significant than the "cognitive" motive of studying at a university for first-year students.
Motivational mechanisms represent a system of interacting factors, means, structures, relationships and connections. To ensure the effectiveness of training at a university, it is necessary that the features of the construction and organization of the educational process at different stages of education correspond to the motivational sphere of the student. Increasing the role of motivation in the educational process is necessary, in particular, because it explains the intensity in the implementation of the chosen action, activity in achieving the result and goal of the activity.