Research project Characteristic features of students' motivation to learn - file n1.docx. Professional motivation Methodology for determining students' learning motivation

1.6.2 Professional motivation

In relation to the educational activities of students in the secondary education system, professional motivation is understood as a set of factors and processes that, reflected in the consciousness, encourage and direct the individual to study future professional activities. Professional motivation acts as an internal driving factor in the development of professionalism and personality, since only on the basis of its high level of formation is the effective development of professional education and personal culture possible.

At the same time, the motives of professional activity are understood as awareness of the subjects of the actual needs of the individual, satisfied through the implementation of educational tasks and encouraging him to study future professional activities.

If a student understands what kind of profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. Forming a positive attitude towards the profession is an important factor in increasing students' academic performance. But a positive attitude in itself cannot be significant if it is not supported by a competent idea of ​​the profession (including an understanding of the role of individual disciplines) and is poorly connected with the methods of mastering it.

Correct identification of professional interests and aptitudes is an important predictor of satisfaction with the profession in the future. The reason for an inadequate choice of profession can be both external (social) factors associated with the inability to make a professional choice based on interests, and internal (psychological) factors associated with insufficient awareness of one’s professional inclinations or an inadequate idea of ​​the content of future professional activity.

In modern psychology, there are currently many different theories, the approaches to studying the problem of motivation are different. When studying various theories of motivation, in determining the mechanism and structure of the motivational sphere of professional activity, we came to the conclusion that human motivation is indeed a complex system based on both biological and social elements, therefore it is necessary to study the motivation of human professional activity approach taking this circumstance into account.

The structure of a person’s motivational sphere in the process of life goes through stages of formation and formation. This formation is a complex process that occurs both under the influence of its internal work and under the influence of external factors in its environment.

So, the scope of application of knowledge on motivation is very extensive. And the result from the practical application of this knowledge is truly enormous in various areas of professional activity.

2. Study of professional motivation of students

2.1 Purpose and objectives of the study

The goal is to study the professional motivation of medical school students.

Research objectives:

1) To identify the motivational complex of students of the State Educational Institution of Secondary Professional Education “Baley Medical School (Technical School)”;

2) Determine the predominant type of professional motivation (internal, external positive, external negative motivation) in the group;

3) Determine the level of motivation for vocational training.

2.2 Description of research methods

The study of motivation for professional training of students was carried out on the basis of special techniques.

Let's consider the methods used for the study.

1) “Motivation for professional activity (methodology by K. Zamfir).”

The technique can be used to diagnose professional motivation. It is based on the concept of internal and external motivation.

Read the motives for professional activity listed below and rate their importance to you on a five-point scale.

Indicators of internal motivation (IM), external positive (EPM) and external negative (EOM) are calculated in accordance with the following keys.

VM = (item 6 score + item 7 score)/2

VPM = (score item 1 + score item 2 + score item 5)/3

PTO = (score item 3 + score item 4)/2

The indicator of the severity of each type of motivation will be a number ranging from 1 to 5 (including possibly a fraction).

Based on the results obtained, the motivational complex of the individual is determined. The motivational complex is a type of relationship between three types of motivation: VM, VPM and VOM.

The best, optimal motivational complexes include the following two types of combination:

VM > VPM > PTO and VM = VPM > PTO. The worst motivational complex is the type VOM > VPM > VM.

Between these complexes there are other motivational complexes that are intermediate from the point of view of their effectiveness.

When interpreting, one should take into account not only the type of motivational complex, but also how strongly one type of motivation exceeds another in terms of severity.

2) “Methodology for determining learning motivation” (Katashev V.G.).

The methodology for measuring students' professional learning motivation can be presented in the following form: based on the levels of motivation described in the text, students are offered a set of questions and a series of possible answers. Each answer is scored by students with a score from 01 to 05.

01 – confident “no”

02 – more “no” than “yes”

03 – not sure, don’t know

04 – more “yes” than “no”

05 – confident “yes”

Scaling is done by students on a special card.

Since a person’s motivation consists of the volitional and emotional spheres, the questions are, as it were, divided into two parts. Half of the questions (24) are intended to identify the level of conscious attitude towards learning problems, and the second half of the questions (20) are aimed at identifying the emotional and physiological perception of various types of activities in changing situations.

When filling out the motivation scale, students give an assessment to each question and fill out each cell. The teacher then totals the scores horizontally in the rightmost vertical row. The vertical numbering of the first row scales indicates not only the question numbers, but also the level of motivation.

Each scale, corresponding to one or another level of motivation, can score from 11 to 55 points without taking into account the number 0. The number of points of each scale characterizes the student’s attitude towards various types of educational activities and each scale can be analyzed separately.

The scale, which differs from others by a large number of points, will indicate the level of motivation to study at a university. By calculating the arithmetic mean for each scale for the group, you can obtain the overall group level of motivation. .

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Achieving socially significant goals. It is a link between the adaptation of the individual and the population, and is capable of acting as a level of regulation of adaptive tension. The socio-psychological aspect of adaptation ensures the adequate construction of microsocial interaction, including professional interaction, and the achievement of socially significant goals. He is the link...

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The features of the formation of motives for the educational activities of students who, in parallel with their studies, participate in work activities are considered, and the main problems of full-time students in conditions of secondary employment are considered. The authors provide an analysis of educational motivation, dynamics, and hierarchy of learning motives of working bachelors throughout their student years. Not only domestic, but also foreign experience in the formation of motivational attitudes that contribute to improving the quality of education is highlighted and described. Particular attention is paid to the variety of the most significant motivational aspects. Attention is drawn to how proper motivation positively influences the personal attitudes of students. The system-forming motives for the educational motivation of students of different courses of study are structured, problem areas in the educational activities of students are identified, and ways for the future development of the educational motivation of students who have secondary employment are outlined. The authors also reveal the basic concepts of motivation, goals and objectives for increasing it, and highlight significant changes in its formation for the studied category of students. The conclusion is drawn about how important it is for teachers to take seriously the qualitative determination of trends in the development of educational motivation of working students.

learning motivation

motives for teaching

students

secondary employment

Teacher Education.

1. Zhdanova S.Yu. Style of educational activity and its development: dis. ...cand. psychol. Sciences: 19.00.01 / Zhdanova Svetlana Yurevna. - Perm, 1997. - 213 p.

2. Gerchikov V.I. Human resource management: the employee is the most effective resource of the company. Textbook allowance. INFRA - M., 2007. – 282 p.

3. Rogov M. Motivation of educational and commercial activities of students / M. Rogov // Higher education in Russia. - 1998. - No. 4. - P. 90-96.

4. Rakhmatullina F.M. Motivational basis of educational activity and cognitive activity of the individual - Kazan: 1981. - P. 90-104.

5. Afanasenkova, E. L. Motives of learning and their change in the process of teaching university students: Dis. Ph.D. psychol. Sciences: 19.00.07 / E. L. Afanasenkova. - Moscow, 2005. – 204 p.

6. Efremova N.F. Motivational aspect of independent assessment of students’ achievements / Russian psychological journal. – 2017. – T. 14, No. 2. – P. 227-244.

7. Efremova N. F. Increasing motivation through objective assessment of students’ achievements // The Unity of Science: International Scientific Periodical Journal. – 2016. – No. 4–1. – pp. 27–30

8. Chirkina S.E. Motives for the educational activity of a modern student / S.E. Chirkina // Education and self-development. - 2013. - No. 4(38). - P. 63-89.

Today in our country, in the process of transition to a two-level system of higher education, the problem of training specialists is becoming increasingly important. In the light of the new paradigm of education in universities, this problem is gaining new momentum. Let us note that the professional development of students is a complex process that is determined by various psychological, social, pedagogical and personally significant factors. Among the main factors ensuring the success of mastering educational programs, we will name the adequacy of the motivational sphere of students to their goals and objectives of obtaining an education.

Over the course of many years of the USSR period and the beginning of the era after it, the classic image of a full-time student was formed. It was aimed not only at the educational process, but also at personal and professional development. The economic and social reforms that have occurred in our country over the past twenty years have made certain changes to the higher education system. Factors such as small scholarships and the commercialization of the educational sphere forced students to participate in production activities along with their studies. Now in Russia the phenomenon of the “working student” is a common phenomenon. As noted by V.I. Gerchikov (Russian sociologist, Doctor of Sociological Sciences, professor, certified management consultant), recently approximately 75% of full-time students combine their studies with regular work, obtaining secondary employment. If we compare a working student and a non-working student, their differences in academic performance at the university and in relationships with other students and teachers are clearly visible. Secondary employment of students leads to the fact that the life values ​​and semantic attitudes of the younger generation change greatly. In addition, learning motivation changes significantly.

If we consider the degree of study of the motives of students’ educational activities, then recently we have seen a lot of interesting work. For example, M.G. Rogov comes to the conclusion that the main motives for students’ educational activities are the motives of personal development and the motives of achieving success. Other authors believe that educational activities are predominantly characterized by 3 types of motives: cognitive, professional and the motive for achieving success.

The general trend of many studies of the problems of assessing the success of students is that the assessment function is the most important factor in enhancing activity, subject to the level of knowledge and the acquisition of skills.

In the dissertation work of E.L. Afanasenkova obtained results that reflect differences in the dominant motives of educational activity among students of different specialties. For example, among engineering students, the main motives for studying are pragmatic and professional motives. Students of the humanities focus on cognitive, professional, social motives and personal prestige. In addition, there are strong tendencies to avoid failures and focus on external stimuli in learning.

When studying at a university, the psychological characteristics of students' educational activities change, which means the hierarchy of educational motives changes in different courses. Some pedagogical works raise questions about the dynamics of changes in the hierarchy and the motives of learning among students throughout the entire period of study at the university.

Based on our own experience and the experience of researchers of this problem, we can establish that in the first year students have high educational and professional motives. In the second and third years, the overall intensity of motivational components decreases and the hierarchical system is destroyed. Fourth, the decrease in the motivational environment is intensifying. The peculiarity is that against the backdrop of a decrease in level indicators, the level of integration and awareness of different forms of motivation for learning is growing. So, a single, integral system is formed.

In the work of E.L. Afanasenkova presents the following features of students’ learning motivation:

• the severity of negative motivation for learning in almost all courses;
• a tendency towards a decrease in cognitive, professional motives in the second year, social motives in the third year;
• The strategy of avoiding failure is observed as the main strategy among the overwhelming majority of students.

Such data indicate that there is a polymorphic structure of motivation for students who study in one or another specialty of their university.

In order to carry out research to identify motivational characteristics, dynamics, and areas of change in educational motivation among working students, the following diagnostic tools are used in practice:

• the methodology “Determination of students’ learning motivation” (V.G. Katashev), which makes it possible to establish the levels of motivation for students’ educational activities;
• methodology “Diagnostics of students’ educational motivation” (V.A. Yakunin, A.A. Rean). The methodology allows you to determine the motives of educational activity (professional, communicative, cognitive, broad social, motives of creative self-realization).

1980 respondents took part in our online survey. The percentage distribution for working and non-working students in each year of study is: first-year students - 7.1% of working people; second year students - 15.7% of workers; third-year students - 17% of workers; fourth year students - 27.8% of workers. Students who do not combine work and study - 32.4% (Fig. 1).

Figure 1 - Percentage of working students by course.

Often, the academic performance of working students is quite high, continues to increase until the 3rd year, and in the fourth year it decreases slightly. The reason for this is the expansion of the range of personal and professional interests.

Senior students show sufficient motivation for professional and educational activities, for self-knowledge and self-development. At the same time, working students have lower educational motivation than first-year students. This situation is directly related to a certain decline in student performance and is explained by a change in the essence of learning and an increase in overall dissatisfaction with education in senior years.

It is necessary to focus on the existing classification of students’ educational motivation:

• cognitive motives;
• educational and cognitive motives i.e. orientation to ways of acquiring knowledge;
• traditional historical motives, i.e. stereotypes that have become stronger over time;
• utilitarian-practical motives i.e. desire for self-education;
• pragmatic motives, i.e. the desire to receive decent remuneration for one’s work;
• broad social motives, i.e. the desire to establish one’s social status through learning;
• aesthetic motives, i.e. enjoying learning;
• professional and value motives;
• motives of social and personal prestige;
• status-positional motives;
• motive of avoiding failures;
• communication motives;
• unconscious motives.

In the hierarchy of educational motives, students occupy the following motives:

• communicative motives, professional motives, prestige motives - in the first year;
• communicative motives, educational and cognitive motives - in the second year;
• motives for creative self-realization, professional and communication motives - in the third year;
• motives of creative self-realization, educational, cognitive and social motives - in the fourth year.

The least significant learning motive (occupies the last place in the hierarchy of motives) for working students is the motive of avoiding failures, with the exception of third-year students, who have the least pronounced motive of prestige.

The results of our survey partially confirm previously published data on the state of students’ educational motives, which include professional and cognitive motives (S.Yu. Zhdanova (1997), F.M. Rakhmatullina (1981), etc.), as well as the research of the authors scientific work - A.R. Drozdikova-Zaripova, E.I. Murtazina, R.Sh. Kasimov based on the Kazan Federal University.

The choice of specific motives by students tells us that students intend to master professional competencies. There is an orientation towards acquiring new knowledge and obtaining satisfaction from the process of cognition itself, interest is shown in methods of self-regulation of educational work, rational organization of one’s own educational work, and in methods of scientific knowledge. Methods of acquiring knowledge become more independent and perfect due to the desire for self-education.

At the same time, the following patterns are found among working students:

• For first-year students, the motive of prestige plays an important role in the process of acquiring knowledge. This is mainly due to the desire to obtain or maintain high social status;
• The leading motive of educational activity is the communicative motive. It is realized as professionally significant in any profession;
• the professional motive noticeably loses its consistency by the fourth year of study;
• a gradual decrease in the degree of importance of the motives being studied can be observed among students throughout all years of study;
• the motive of creative self-realization receives priority in the final years. This is due to the fact that there is a need for the practical realization of one’s own potential in a specific workplace (to approach problems creatively), which often does not correspond to the education received at a university. It is also associated with the desire to more fully identify and develop one’s abilities, and to approach problems creatively.

The motivational component of creative educational and cognitive activity is worthy of close attention and updating, especially in the first years of study. First of all, it is characterized by an emotionally positive attitude towards the content and process of activity, which manifests itself in an increase in the intellectual level and is characterized by curiosity, sensitivity to problems, surprise in discovering contradictions, increased efficiency and dedication, confidence, joy of learning, creative interest, a sense of passion, desire for creative achievements. This is expressed in the students’ choice of works of a creative nature, in the desire to carry out additional tasks aimed at deepening knowledge, in the ability to mobilize themselves to overcome difficulties that arise in the process of creative, educational and cognitive activity. Motivation determines the effectiveness of subsequent activities, as it is its driving force. The relationship between motives and goals of activity is important for the creative self-realization of a student. The transformation of goals into a motive for activity is a significant value of the educational and cognitive process, since an objectively significant goal becomes personally significant, subjectively accepted by students.

It is also interesting that throughout all years of study, the social motive occupies low ranks in the hierarchy of students’ educational motives. Thus, it should be noted that some learning motives are not fully realized by students, and, therefore, it is important for teachers to clearly and correctly identify trends in the development of students’ learning motivation.

Another important aspect should be emphasized: the motivational sphere of working subjects is quite strictly structured. This circumstance must be taken into account when drawing up a formative program, taking into account the need to expand the choice of ways to develop students’ educational motivation.

Based on the results obtained from many scientific sources and the data studied, the following conclusions were drawn:

• Researchers' data were confirmed that there is an increasing number of full-time students who work;
• motives are a moving system, therefore they can be strengthened, weakened and even changed during training, if we take into account the dynamics, the hierarchy of change in each course, the education system in the modern world should become more flexible;
• We must not forget that the success of the process of professional and educational activities depends on the motives that determine these types of activities;
• There are certain moments in the development of motivation that form the genesis of motivation for students’ educational activities, which has its own critical positions. For example, the weakening of educational motivation in the second year is associated with a period of “disappointment” in the profession;
• students who have jobs need to be given more time by professors and teaching staff to create conditions in which learning motivation will develop;
• taking into account the structural features in the educational motivation of working university students makes it possible to identify new directions for the development of pedagogical and psychological approaches when resolving issues regarding the optimization of cognitive activity and the organization of independent work of students.

It is impossible without knowledge of the sources of motivation, their nature and structural features to form effective ways of practical management of motivation.

Motivation is a complex process that combines two large levels: basic, which includes the underlying causes and sources of behavior, and indirect, which includes an assessment of the relationship between upcoming efforts and their results.

Motivation is the most important function of controlling human behavior and socially organized systems. Due to its complexity and specificity, this function acquires a relatively isolated character, and its implementation becomes the subject of motivational management. It is based on the study and practical use of the influence of motivation on the performance of an employee (group) of an organization. This influence is very individual and depends on many factors in the internal and external environment of development.

Bibliographic link

Zakarlyuka D.S., Galushka M.A. ANALYSIS OF THE LEVEL OF LEARNING MOTIVATION OF WORKING STUDENTS // International Student Scientific Bulletin. – 2018. – No. 5.;
URL: http://eduherald.ru/ru/article/view?id=18911 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences" 1

The article analyzes the results of an empirical study of ethnopsychological features of the relationship between such a component of educational and cognitive activity of students as the motivational component with value orientations among representatives of two ethnic groups - Kazakh and Russian. In the process of research, the existence of a vaguely expressed relationship between the motivational component and the value orientations of students was established, regardless of their belonging to the Kazakh or Russian ethnic group. At the same time, cross-cultural differences in the motivation for educational and cognitive activity of two groups of students are noted, and the results of studying the content and semantic characteristics of value orientations, which do not coincide in everything among ethnic Russians and Kazakhs, are presented. Analysis of the data obtained during the study allows us to speak about the presence of specific features of the relationship between the motivational component and value orientations, determined by belonging to an ethnocultural community with its inherent traditional values.

ethnopsychological specificity

relationship between the motivational component

value orientations

motivation

educational and cognitive activity

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2. Volochkov A.A. Activity of the subject of being: An integrative approach. Perm, Perm. state ped. Univ., 2007. 376 p. pp. 329–337.

3. Raigorodsky D.Ya. (editor-compiler). Practical psychodiagnostics. Methods and tests. Tutorial. – Samara: Publishing House “BAKHRAKH”, 2004. - 672 p.

4. Sukharev A.V. Ethnofunctional approach to the problem of human mental development // Questions of psychology. 2002. No. 2. pp. 40–57.

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6. New Psychologia New in psychology URL: www.newpsychologia.ru/infons-355-1.html (access date 02/15/2015)

With the transition of Russian education at all levels to a new paradigm, there has been a reorientation from the focus on accumulating knowledge, skills and abilities to the formation of general cultural and professional competencies, designated as the active life position of students, manifested in social mobility and educational and cognitive activity. The success of a wide variety of activities, including cognitive ones, largely depends on the cultural potential of the individual, since it is in the universal human culture that reliable and constructive forms and methods of human interaction with the world are recorded, and in the cultural values ​​of each specific ethnic group, examples of typical for a given community of patterns of activity, behavior and cognition.

Relevance. The scientific data available today indicate that cognitive activity is a very structurally and functionally complex quality of a cognitive personality, which, in the presence of multifaceted research approaches, has not developed into a clearly defined and developed system. The problems of studying values ​​and value orientations of students have received quite detailed coverage in the psychological literature, and the relationship between such a component of an individual’s educational and cognitive activity as motivational and value orientations among students belonging to different ethnic communities seems very relevant.

Purpose The study is to identify the specifics of the relationship between the motivational component of educational and cognitive activity and value orientations among representatives of different ethnic groups.

Experimental base. The study was conducted at Saratov State University. The sample is represented by 2nd-4th year students, whose age range is 18-21 years old, who identify themselves as belonging to the ethnic groups of Russians (54 people) and Kazakhs (56 people).

Methods and techniques. The research apparatus is represented by the following methods:

1. studying motivation for studying at university T.I. Ilyina;
2. methodology for determining learning motivation V.G. Katasheva.

Both methods provide information about the adequacy of the student’s choice of profession and satisfaction with the learning process at the university.

Educational and cognitive activity was diagnosed using the “Questionnaire for Students’ Learning Activity” by A.A. Volochkova

To study individual and group ideas about the system of significant values, the method of studying value orientations of M. Rokeach was used.

Student's t-test was used as a mathematical-statistical method.

Research results and their analysis. Cognitive activity in domestic psychology (Godovikova D.B., Lisina M.I., Matyushkin A.M., Prikhozhan A.M., etc.) is considered as the desire to be active in cognitive activity, the implementation of specific acts of cognitive behavior, the development of new information. Learning activity in the most general sense is considered as a measure of involvement in the learning process, manifested in the characteristics of educational motivation and the characteristics of the implementation and regulation of educational activities. Under the educational and cognitive activity of K.A. Abulkhanova-Slavskaya understands the way of modeling, structuring and implementing a person’s cognitive activity in the educational process, in which, while maintaining his individual identity, the typical features of a sociocultural community are taken into account. The characteristics of students' educational and cognitive activity in an objective way are represented by two groups of indicators: based on study results (grades during examination sessions); on the learning process (students planning their educational activities; working in lectures, regularly preparing homework; participation in scientific work; development of study skills). One of the most important subjective characteristics is the motivation to obtain higher education.

In relation to the educational activities of students in the university education system, motivation is understood as a set of factors and processes that encourage and direct an individual to study future professional activities. The motives of professional activity are understood as awareness of the current needs of the individual - obtaining higher education, self-development, self-knowledge, professional development, increasing social status, etc., satisfied through the implementation of educational tasks and encouraging her to study future professional activities.

If an orientation towards the activity itself, the enjoyment of the activity itself, the significance of its immediate process and result for the individual are important, then these motives are internal to it. The other two components - the motivating power of reward for activity and coercive pressure on the individual - record external influences, which can be both positive and negative. External motivation is associated with personal consent and approval and is accompanied by a sense of one’s own choice, while the second case implies submission to external demands.

Extrinsic motivation can vary significantly in the degree of relative autonomy. Students who actively participate in work because they understand its importance to their chosen future career are extrinsically motivated, as are those who do work because they are supervised by significant adults. In this case, external motives are differentiated into positive and negative.

The most important elements of the process of motivating any activity are values ​​and norms of behavior. Values ​​are the ideas of a subject, society, class, social group about the main and important goals of life and work, as well as the main means of achieving these goals. Values ​​include all objects and phenomena that have positive significance in the eyes of society, the team, and the individual. The world of values ​​is diverse and inexhaustible, just as the needs and interests of society are diverse and inexhaustible. The orientation of an individual towards certain values ​​of the material or spiritual culture of society characterizes his value orientations, which serve as a general guideline in human behavior.

Most researchers recognize the internalization of social values ​​as the mechanism for the formation of personal values. It is value orientations that determine the core of personality, influence the direction and content of social activity, the general approach to the world and oneself, and give meaning and direction to the individual’s own position. Awareness of a certain object as a social value precedes its transformation into a personal value. However, not all values ​​realized and even recognized by the individual actually become such. This requires the practical inclusion of the subject in activities aimed at realizing value. For students, such activity is educational and professional, implemented in educational and cognitive activity.

The value-semantic sphere of a personality can be represented in a number of components, where the concept of goal is basic: values-knowledge, values-motives, values-goals and values-meanings. Values-knowledge are reflected in the human mind in the form of ideas, images, information about the content of various values. They do not determine the nature of a person’s activity and the characteristics of his personality. It is not enough to say, “I know it is important to study well.” Values-motives, being conscious and accepted by a person, become the motivators of his activity, form the basis of his value orientations, and determine the nature of his attitude towards the world. “It is important for me to study well because my parents believe in me.” Values-goals (terminal) underlie the actual implementation of activities, the real actions of an individual and provide the opportunity to act towards achieving a result, overcoming internal obstacles. “I strive to study well because I want to become a good professional.” Values-meanings reflect the personal significance of the world for a person, when knowledge of its existence as a value turns into a biased attitude towards it, becomes a person’s meaningful life orientation in the unity of life goals, the emotional richness of life and satisfaction with self-realization. “I can’t imagine my life without this.”

Turning to the comparative analysis of value orientations and the motivational component of educational and cognitive activity, it should be noted that the hierarchy of terminal and instrumental values ​​among respondents of Russian and Kazakh nationality is largely similar. Thus, the group of meaning-forming values ​​includes the same value orientations, both terminal and instrumental. But their “specific weight” in the two groups changes significantly. It can be assumed that this is due to the respondents’ belonging to one or another ethnic community, since ethnic behavior manifests such personality qualities, the models of which are embedded in the cultural patterns of the ethnic community, and the ethnic function of culture serves as a psychological protection of ethnic individuality in terms of coordinating the corresponding ways of relationships with peace.

Describing the general style of activity of the Kazakhs, numerous researchers note hard work and diligence; in relation to others - conformity, high normative behavior, patience. All these qualities were reflected in the responses of students of Kazakh nationality. The central place in the system of their life values ​​is occupied by the values ​​of social recognition, respect of others, material well-being, love, family and health, which leads to insufficient motivation for vocational training, disappointment in the profession and, most likely, to problems in organizing professional activities after graduation. From the list of instrumental values, respondents in this group most often pointed to accuracy, diligence, responsibility, self-control, tolerance for the views and opinions of others, the ability to forgive their mistakes and delusions, and sensitivity.

Students of Kazakh nationality studying in a multicultural environment have noted the presence in their psyche of heterogeneous psychological elements characteristic of other ethnic groups and their associations, which is what A.V. Sukharev defined it as ethnic marginality.

For ethnic Russians, the values ​​of an active active life, self-development, and spiritual satisfaction come to the fore. There is a high need for achievements and prestige; there is a desire for tangible and concrete results in all types of activities, including educational ones. Very significant values ​​for this group of students are the opportunities to expand their general culture, their education, the possibility of creative activity and self-confidence, the value of knowledge, and intellectual development. Motives associated with awakening interest in the very process of educational activity can be designated as motives of intellectual motivation (or simply called intellectual motives), these include the desire to independently solve the problem that has arisen, a feeling of satisfaction from the process of mental work itself. When faced with a difficulty that they cannot solve with the help of their existing stock of knowledge, they become convinced of the need to acquire new knowledge or apply old knowledge to a new situation. In the presence of such motives, the process of cognition appears to be an independent value for the individual. These motives are found much more often in the group of Russian respondents than among Kazakhs (Student’s t = 2.71 at p<0,01).

Since 90% of the group are girls, it is not surprising that such values ​​as having true friends, spiritual and physical intimacy with a loved one, a happy family life, and the opportunity for creative activity are noted by almost all respondents. It should be noted that the material values ​​of Russian students are also located far from the periphery.

Such instrumental values ​​as high demands on life and high aspirations, independence, education, courage in defending one’s opinion, the ability to insist on one’s own, not to give up in the face of difficulties, were most often indicated by Russians (Student’s t = 2.84 at p<0,01) .

In the overall picture of the severity of the teaching motives of the overwhelming majority of Russian students, the predominance of “professional” ones, such as the desire to acquire knowledge, curiosity, the desire to master professional knowledge and develop professionally important qualities, is characteristic. Students are involved in educational activities for their own sake, while receiving a document of higher education goes without saying and does not raise doubts, i.e. we can confidently state that we are committed to achieving success in our profession.

Among students of Kazakh nationality, the “acquisition of knowledge” and “mastery of a profession” scales also prevail, but there is a tendency to increase on the “obtaining a diploma” scale, which suggests that studying at a university is a formal process for many of them. Students are not attracted by the educational activity itself; they are more interested in how it will be assessed by others, primarily by significant adults, i.e. teaching under duress. The leading motives of this group of students are responsible for the final result of studying at a university - obtaining a diploma of higher education. Most likely, the motivation for the educational and professional activities of these students is based on the desire to satisfy other needs that are external to the content of the activity itself (these are motives of social prestige, salary, etc.).

Characterizing the sample as a whole, it can be noted that the predominant type of motivation for professional learning is internal, followed by external positive, in which students are attracted not by the educational activity itself, but by evaluation, encouragement, praise, i.e. how she will be appreciated by others. In last place is external negative motivation. As a result of the analysis of empirical data, it was established that in quantitative terms there are some differences between the groups of ethnic Kazakhs and Russians.

The defining feature of internal motivation is the desire of the subject of an activity to perform it for the sake of interest in it, accompanied by an understanding of its meaning, the desire to formulate and solve difficult problems and receive pleasure from the process of solving them, learning new things and creative activity. For students with internal motivation, learning activity is an end in itself; they are involved in it not to achieve any external rewards; they are distinguished by an interest in the learning process itself, a desire for self-knowledge, professional development, and increased social status. Such students are characterized by a desire to choose more complex, non-standard tasks, which has a positive effect on the development of their cognitive sphere and cognitive activity. The presence of internal motivations contributes to the manifestation of originality, spontaneity, and creativity in the process of educational professional activity. In the group of Russian respondents, students with internal motivation make up 66.8%. In the sample of students of Kazakh nationality, the picture is slightly different: the number of students with internal motivation is much lower - 48.4%.

Students with external positive motivation are distinguished by an indifferent and sometimes negative attitude towards the learning process as a whole. For them, the value is not the acquisition of professional knowledge and skills, but the final result of their studies at the university, i.e. obtaining a diploma of higher education. Students in this category do not get satisfaction from overcoming difficulties in solving educational problems, so they perform only what is necessary to obtain a grade, while choosing the simplest tasks from those offered. The lack of internal stimulus contributes to an increase in tension and a decrease in spontaneity, which has a suppressive effect on the student’s creativity. In the group of Russian students with external positive motivation 31.2%, in the group of Kazakh students the number of students with external positive motivation increases to 46.2%

Signs of external negative motivation are: learning for the sake of learning, without pleasure from the activity, without interest in the subjects being taught; learning for fear of failure; studying under pressure or coercion, suggesting that they entered the university not of their own free will, but because their parents insisted on it. In the group of Russian respondents, there are only about 2.0% of students with external negative motivation, and in the Kazakh sample the number of students with external negative motivation increases almost 2.5 times - 5.4%

After mathematical processing of the results obtained from the study of instrumental values ​​in both groups of respondents, significant differences emerged in two of them: independence (the ability to act independently, decisively) (Student’s t = 2.69 at p<0,01) и смелость в отстаивании своего мнения, взглядов (t Стьюдента = 3,41 при р<0,01). Эти ценностные ориентации чаще всего проявлялись в группе русских студентов с выраженной внутренней мотивацией. Их характеризуют ориентация на собственно учебно-познавательную деятельность, интерес к ней, отличают самостоятельность и решительность, независимость суждений, необходимых при усвоении психолого-педагогических знаний, поскольку студентам, обучающимся по направлению «Психолого-педагогическое образование», нужно не только перерабатывать получаемую специфическую информацию, но и критически относиться к ней, самостоятельно структурировать знания.

The reduced desire to defend their opinion, combined with the lack of independence of judgment among Kazakhs, is most likely expressed in the disguised conformism characteristic of the Kazakh ethnic group.

Such a value as tolerance (towards the views and opinions of other people, the ability to forgive others for their mistakes and delusions) is noted among respondents of both groups. But if among Russians it belongs to the group of desirable values, then Kazakh students classify it as a group of meaning-forming values.

Conclusion

An analysis of the relationship between the motivational component of educational and cognitive activity and value orientations among university students belonging to different ethnic groups shows that it is not very pronounced. But nevertheless, the existence of some specific differences is noted, determined by belonging to a particular ethnocultural community with its inherent traditional values.

The study was carried out with financial support from the Russian Humanitarian Fund within the framework of the research project “Structure and predictors of personal well-being: ethnopsychological analysis” (14-06-00250)

Reviewers:

Grigorieva M.V., Doctor of Psychology, Professor, Head of the Department of Educational Psychology and Psychodiagnostics, Saratov State University named after. N.G. Chernyshevsky, Saratov;

Shamionov R.M., Doctor of Psychology, Professor, Dean of the Faculty of Psychological, Pedagogical and Special Education, Saratov State University. N.G. Chernyshevsky, Saratov.

Bibliographic link

Tarasova L.E. RELATIONSHIP OF THE MOTIVATIONAL COMPONENT OF EDUCATIONAL AND COGNITIVE ACTIVITY WITH VALUE ORIENTATIONS OF REPRESENTATIVES OF DIFFERENT ETHNOSIS // Modern problems of science and education. – 2015. – No. 1-1.;
URL: http://science-education.ru/ru/article/view?id=19394 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Introduction

The problem of motivation and motives for behavior and activity is one of the core problems in psychology. It is not surprising that this problem has occupied the minds of scientists for a long time; an incalculable number of publications have been devoted to it. At present, science has not developed a unified approach to the problem of motivation of human behavior, the terminology has not been established, and the basic concepts have not been clearly formulated. The structure of professional motivation among students in the process of preparing specialists in secondary educational institutions turned out to be especially poorly studied.

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

Purpose of the study– study of professional motivation among students of a medical college.

Research objectives:

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

2. Study of socio-psychological characteristics of student age;

3. Study of professional motivation of students.

Subject of research are the motivational complex of the individual. By the motivational complex of an individual we understand the relationship between internal, external positive and external negative motivation in the structure of educational and professional activities.

The object of the study is 1st year students of the Baleysk Medical School (Technical School), departments of “Nursing” and “General Medicine” - 46 people.

Research methods

The following diagnostic tools were used as experimental methods: the methodology of K. Zamfir “Studying the motivation of professional activity”, “Methodology for determining the motivation of students’ learning” Katashev V.G.

1. Development of the need-motivational sphere during ontogenesis

1.1 Review of the basic concepts of “needs”, “motive and motivation”, “ontogenesis”

The human body functions and acts all the time: some chemical reactions and mechanical actions continuously occur in it. For the time being, we do not notice all this complex work; it happens as if by itself, but only until the body experiences a need for something.

When the body has a shortage of something that it cannot take on its own at the moment, it lets us know about it in the form of a special experience - a state of need. A small child expresses this in the form of crying, and then in speech form - in a cry: “I want to eat,” “I want to drink,” etc. In an adult, this is expressed in the form of a conscious desire. Then the orienting reflex turns on, and orienting-search activity arises: we are looking for something that can satisfy our need, our desire. We develop a plan to satisfy this need, find an object that can satisfy it: this is a motive for a certain activity, for some actions, as a result of which we satisfy the need that has arisen.

Thus, motive- this is, on the one hand, a plan for satisfying a need and an object that satisfies this need, and on the other hand, it is a stimulus, this is what causes a certain activity, certain actions to satisfy the need. The need answers the question: “What do we need, what do we need for existence and development?”, and the motive answers the question: “Why are we performing this activity?”

At birth, a child experiences only natural, biological needs for food, water, air, warmth, movement, comfortable conditions, and energy. Then, in the process of life, based on these natural needs, a person has other needs: social - the need for communication, freedom, certain relationships with other people, the need to occupy a certain place among people, to be an individual, etc., as well as spiritual, aesthetic needs - in knowledge, creativity, belief in something, etc.

Need- this, on the one hand, is what we need for our existence, for our development, this is what we consume, and on the other hand, this is creation, what we form by consuming.

Needs cause motives, motives cause activities to satisfy the need. Motives in relation to the activity they cause are internal and external. Internal motives directly correspond to the content of the activity, while external ones do not directly correspond to this activity. Motives can be conscious or unconscious.

Motives can also be motivating for a certain activity, or organizing, directing this activity, or, finally, meaning-forming - giving a certain meaning to this activity.

Motives can be really active, causing some activity, or they can only be understood, but not causing any activity.

Every activity has some motive or several motives that caused this activity. There is no activity without a motive; it is always motivated, but these motives may not be recognized by a person.

The set of motives that caused this activity is called the motivation of this activity. Among these motives there is usually one main, dominant one, which caused this activity, and the remaining motives are secondary, accompanying ones. However, motivation can relate not only to a person’s activities, but also to the person himself, to his personality.

In the process of a child’s life, in the process of his growing up, some motives that are most often found in his life activities become, as it were, inherent in him, and as a result they form the direction of his personality - the motivational sphere, or personal motivation.

Ontogenesis- this is the formation of the basic structures of the individual’s psyche during his life, the process of individual development of the body. The journey of life in its accomplished part consists of realized actions, actions and choices. The life path contains a number of aspects that are extremely valuable for maintaining the psychological stability of an integral personality. Possessing an image of one's own life path decisively changes the motivation of a person's behavior. From a primitive reaction of the “stimulus-response” type, a person goes back to setting personally promising, significant and therefore distant goals, planning the supposedly remaining segment of his life, to separating significant personal values ​​and tasks from secondary or simply complex ones. The prerequisites for the emergence of ideas about the path of life is the accumulation by a holistic personality of sufficiently extensive life experience; the most active work of the subconscious to prevent the level of neuropsychic tension. Life experience, as it accumulates, gradually loses its subjective visibility and speed, so each person faces the need to organize everything he has experienced. This alignment presumably goes through several stages:

1) Selection of the most significant events of the past; arranging them in a formal-temporal sequence up to the present.

2) Supplementing it with the image of your future, combining all three times of personal existence: past, present and future. The main value of this stage is the transfer of the leading motivators of behavior from the present to a sustainable and human-subordinate future.

3) Radical, truly adults in improving the picture of life’s path should consider its addition as an image of their own death.

4) Awareness of the non-randomness of life. In the implementation of this and subsequent stages of the formation of a way of life, the leading role passes from the subconscious to the conscious subpersonality.

5) The subjective expansion of personal existence beyond the boundaries of one’s own physical life is the final touch in the formation of a picture of the life path. A fundamental solution to this problem may be to include one’s own life path in the context of some larger process.

The process of social development in ontogenesis is multi-stage in nature and is carried out throughout life in various directions.

It is customary to distinguish the following periods of ontogenesis: 1) the neonatal period, 2) infancy, 3) the pre-preschool period, 4) the preschool period, 5) the school period, 6) the period of adulthood, 7) old age.

There is another common periodization of development according to Elkonin: infancy (the leading type of activity is direct emotional communication); early childhood (object-manipulative actions), preschool childhood (role play), primary school childhood (educational activities), adolescence (intimate and personal communication), adolescence (educational and professional activities).

The phases of the life course overlap with the age stages of ontogenesis to such an extent that currently some age stages are designated precisely as phases of the life course: pre-preschool, preschool, childhood, school.

1.2 Personality development from one to three years of age

Observing the behavior of people around and imitating them at an early age becomes one of the main sources of a child’s personal socialization. During the first year of life, by the beginning of this age, a sense of attachment is formed. A positive, emotionally charged assessment on the part of parents of the child’s actions and personal qualities gives him self-confidence, faith in his abilities and capabilities. A child who is strongly attached to his parents is more disciplined and obedient. The strongest personal attachment occurs in children whose parents are friendly and attentive to the child and always strive to satisfy his basic needs. Thanks to attachment, the basic needs of the baby and older children are satisfied, their anxiety is reduced, subjectively and objectively safe conditions for existence and active study of the surrounding reality are provided, and the basis for normal relationships with people in adulthood is formed. When the mother is nearby, children who are attached to their parents show a more pronounced tendency to physical activity and to study the environment.

The formation of personality at an early age is associated with the formation of a child’s self-awareness. He recognizes himself early in the mirror, responds to his name, and begins to actively use the pronoun “I.” In the period from one to three years, the child transforms from a being that has already become a subject, i.e. who has taken the first step on the path of formation as a person, to a being aware of himself as a person. It is at this age that the above-mentioned psychological new formation of “I” arises. At the same time, the corresponding word appears in the child’s vocabulary.

After the emergence of the primary idea of ​​oneself as a separately existing subject and an open statement about oneself as an individual in communication with surrounding people, other new formations of personality character appear in the child’s psyche. In three-year-old children, the need for independence first appears and manifests itself in practical relationships with people.

When mastering walking, many one-and-a-half-year-old children specifically look for and artificially create obstacles for themselves and overcome difficulties they have invented. They try to climb slides when it is quite possible to get around them, on steps of stairs when there is no need for this, on pieces of furniture, they walk as if deliberately stepping on small objects on their way, they go where the path is closed. All this, obviously, gives the child pleasure and indicates that he is beginning to develop such important characterological qualities as willpower, perseverance, and determination.

During the transition from one year to the second year of life, many children begin to show disobedience. It is expressed in the fact that the child sometimes, with amazing persistence, worthy of the best application, begins to repeat those actions that adults have forbidden him to perform. This behavior is associated with the so-called crisis of the first year of life.

With the advent of self-awareness, the child’s ability to empathize—to understand the emotional state of another person—gradually develops. Even two-year-old children can understand the psychological state of another person.

In the period from one and a half to two years, children begin to learn behavioral norms, for example, the need to be careful, restrain their aggression, be obedient, etc. When their own behavior corresponds to a norm set from outside, children experience satisfaction, and when they do not correspond, they become upset. Around the end of the second year of life, many children are clearly worried if for some reason they cannot fulfill any demand or request from an adult.

During the transition from the second to the third year of life, the opportunity opens up for the formation in a child of one of the most useful business qualities - the need to achieve success. The first and, obviously, the earliest manifestation of this need in children is the child’s attribution of his successes and failures to some objective or subjective circumstances, for example, to the efforts made. Another sign of the presence of this need is the nature of the child’s explanation of the successes and failures of other people. In order to rise to this stage of motivational and personal development, a child must be able to explain his successes by reference to his own psychological qualities and abilities. To do this, he must have a certain self-esteem.

Another indicator of the development of motivation to achieve success in children is the child’s ability to distinguish between tasks of varying degrees of difficulty and to realize the extent of the development of their own skills necessary to complete these tasks. Finally, the fourth indicator, which usually indicates a fairly high development of the child’s cognitive sphere, oriented towards achieving success, is the ability to distinguish between abilities and efforts. This means that the child becomes ready to analyze the reasons for his successes and failures, capable of more or less voluntarily managing activities aimed at achieving success and avoiding failures.

1.3 Psychological neoplasms of preschool age

At this age, children’s internal mental actions and operations are identified and formalized intellectually. They relate to solving not only cognitive, but also personal problems. We can say that at this time the child develops an internal, personal life, first in the cognitive area, and then in the emotional and motivational sphere. Development in both directions goes through its stages, from imagery to symbolism. Imagery refers to the child’s ability to create images, change them, operate with them arbitrarily, and symbolism refers to the ability to use sign systems (a symbolic function already known to the reader), to perform sign operations and actions: mathematical, linguistic, logical and others.

Here, in preschool age, the creative process begins, expressed in the ability to transform the surrounding reality and create something new. Children's creative abilities are manifested in constructive games, technical and artistic creativity. During this period of time, the existing inclinations for special abilities receive primary development. Attention to them in preschool childhood is a prerequisite for the accelerated development of abilities and a stable, creative attitude of the child to reality.

In cognitive processes, a synthesis of external and internal actions arises, combining into a single intellectual activity. In perception, this synthesis is represented by perceptual actions, in attention - by the ability to manage and control the internal and external plans of action, in memory - by the combination of external and internal structuring of material during its memorization and reproduction.

This tendency is especially clear in thinking, where it is presented as the unification into a single process of visual-effective, visual-figurative and verbal-logical methods of solving practical problems. On this basis, a full-fledged human intellect is formed and further developed, distinguished by the ability to equally successfully solve problems presented in all three planes.

In preschool age, imagination, thinking and speech are connected. Such a synthesis gives rise to the child’s ability to evoke and arbitrarily manipulate images (within limited limits, of course) with the help of verbal self-instructions. At the same time, the process of formation of speech as a means of communication is completed, which prepares favorable soil for the activation of education and, consequently, for the development of the child as an individual. In the process of upbringing, carried out on a speech basis, elementary moral norms, forms and rules of cultural behavior are learned.

By the end of early childhood, many useful human qualities, including business ones, are formed and consolidated in the child. All this taken together forms the child’s individuality and makes him a person different from other children not only intellectually, but also in motivational and moral terms. The pinnacle of a child’s personal development in preschool childhood is personal self-awareness, which includes awareness of one’s own personal qualities, abilities, reasons for successes and failures.

1.4 Integral characteristics of the psychology of a child of primary school age

Those psychological properties that began to emerge in a child in the last years of preschool childhood, before entering school, are developed and consolidated during the first four years of schooling, and by the beginning of adolescence, many important personality traits have already been formed. The child’s individuality at this age also manifests itself in cognitive processes. There is a significant expansion and deepening of knowledge, the child’s skills and abilities are improved. This process progresses and by grades III–IV it will lead to the fact that most children exhibit both general and special abilities for various types of activities.

Further development of abilities by the end of primary school age gives rise to a significant increase in individual differences between children, which affects their academic success and is one of the grounds for making psychologically and pedagogically sound decisions regarding the differentiated education of children with different abilities.

Of particular importance for development at this age is the stimulation and maximum use of motivation to achieve success in children’s educational, work, and play activities. Strengthening such motivation, for the further development of which primary school age seems to be a particularly favorable time of life, brings two benefits: firstly, a vitally useful and fairly stable personal trait is consolidated in the child - the motive for achieving success, which dominates the motive for avoiding failure: secondly , this leads to the accelerated development of a variety of other abilities of the child.

At primary school age, new opportunities open up for stimulating the child’s mental development through the regulation of his relationships with people around him, especially with teachers and parents, to whose influences at this age the child is still quite open.

Hard work and independence, a developed ability for self-regulation create favorable opportunities for the development of children of primary school age and outside of direct communication with adults or peers. We are talking, in particular, about the already mentioned ability of children of this age to spend hours alone doing any activity. At this age, it is important to provide the child with various didactic educational games.

1.5 Achievements in mental development of adolescents

During adolescence, all cognitive processes without exception reach a very high level of development. During these same years, the absolute majority of a person’s vital personal and business qualities openly manifest themselves. For example, immediate, mechanical memory reaches its highest level of development in childhood, forming, together with sufficiently developed thinking, the prerequisites for the further development and improvement of logical, semantic memory. Speech becomes highly developed, varied and rich, thinking is represented in all its main forms: visual-effective, visual-figurative and verbal-logical. All these processes acquire arbitrariness and speech mediation. General and special abilities are formed and developed, including those necessary for future professional activities.

Adolescence has many contradictions and conflicts characteristic of this particular age. Children studying in grades IV–V of school are characterized by increased attention to the position they occupy in the class among their peers. Sixth graders begin to show a certain interest in their appearance, in children of the opposite sex and in relationships with them. Seventh-graders develop common hobbies of a business nature and develop a special interest in developing their abilities in various types of practical activities and in their future profession. Eighth-graders highly value independence, individuality, and personality traits that are manifested in relationships of friendship and camaraderie. Relying on these types of emerging interests of adolescents one after another, you can actively develop in them the necessary strong-willed, business and other useful qualities.

The main new feature emerging in adolescent psychology is a higher level of self-awareness. Along with it, there arises a clearly expressed need to correctly evaluate and use existing opportunities, to form and develop abilities, bringing them to the level at which they are found in adults.

At this age, children become especially sensitive to the opinions of peers and adults; for the first time, they are faced with acute problems of a moral and ethical nature, associated, in particular, with intimate human relationships.

Adolescence - as adolescence is sometimes called - is the time of formation of true individuality, independence in learning and in work.

At the age of ten to fifteen years, significant changes occur in the motives of a teenager’s activities, in his ideals and interests. They can be represented and described as follows. In the initial period of this age (10–11 years), many adolescents (about a third) give themselves mainly negative personal characteristics. This attitude towards oneself continues in the future, at the age of 12 to 13 years. However, here it is already accompanied by some positive changes in self-perception, in particular an increase in self-esteem and a higher assessment of oneself as an individual.

As adolescents grow older, initially global negative self-esteem becomes more differentiated, characterizing behavior in individual social situations, and then private actions. In the development of reflection, i.e. ability of adolescents to understand their own strengths and weaknesses, there is a tendency of a seemingly opposite nature. In the initial period of adolescence, children are mainly aware of only their individual actions in certain life situations, then - character traits and, finally, global personal characteristics.

1.6 Social and psychological characteristics of student age

This age is characterized by the completion of the growth process, which ultimately leads to the flourishing of the organism, creating the basis not only for the young man’s special position in learning, but also for mastering other opportunities, roles and aspirations. From the point of view of developmental psychology, at student age the features of the inner world and self-awareness change, mental processes and personality traits evolve and are restructured, and the emotional-volitional structure of life changes.

Youth is the period of life from adolescence to adulthood (age limits are arbitrary - from 15–16 to 21–25 years). This is the period when a person can go from an insecure, inconsistent adolescent, claiming to be an adult, to actually growing up.

In his youth, a young man has a problem choice of life values. Youth strives to form an internal position in relation to itself (“Who am I?”, “What should I be?”), in relation to other people, as well as to moral values. It is in his youth that a young man consciously works out his place among the categories of good and evil. “Honour”, “dignity”, “right”, “duty” and other categories characterizing personality are of acute concern to a person in his youth. In youth, the young man expands the range of good and evil to its utmost limits and tests his mind and his soul in the range from the beautiful, sublime, good to the terrible, unchangeable evil. Youth strives to feel itself in temptations and ascent, in struggle and victory, fall and rebirth - in all the diversity of spiritual life that is characteristic of the state of the human mind and heart. It is significant for the young man himself and for all of humanity if a young man chose for himself the path of spiritual growth and prosperity, and was not seduced by vice and opposition to social virtues.

In youth, the natural desire for the other sex truly awakens. This desire can overshadow, despite the understanding, knowledge, beliefs and already formed value orientations of the young person. Youth is a period of life when other feelings can be dominated by an all-consuming passion for another person.

Having begun the creation of his personality in adolescence, having begun to consciously build methods of communication, the young man continues this path of improving the qualities that are significant to him in his youth. However, for some it is spiritual growth through identification with an ideal, while for others it is the choice of an anti-hero to emulate and the associated consequences of personality development.

During this period of life, a person decides in what sequence he will apply his abilities to realize himself in work and in life itself.

Youth is an extremely significant period in a person’s life. Having entered adolescence as a teenager, a young man ends this period with true adulthood, when he truly determines his own destiny: the path of his spiritual development and earthly existence. He plans his place among people, his activities, his way of life. At the same time, the age period of adolescence may not give a person anything in terms of developing the ability to reflect and spirituality. Having lived through this period, a grown person may remain in the psychological status of a teenager.

Youth is a period of a person’s life, located ontogenetically between adolescence and adulthood, early youth.

In adolescence, the mechanism for identifying isolation receives new development. Also, this age is characterized by its own neoplasms.

Age-related neoplasms are qualitative changes in personality development at certain age stages. They reveal the peculiarities of mental processes, states, and personality traits that characterize its transition to a higher degree of organization and functioning. Neoplasms of adolescence cover the cognitive, emotional, motivational, and volitional spheres of the psyche. They also manifest themselves in the structure of the personality: in interests, needs, inclinations, in character.

The central mental processes of adolescence are the development of consciousness and self-awareness. Thanks to the development of consciousness in high school students, a purposeful regulation of their relationship to the environment and to their activities is formed, while the leading activity of the period of early adolescence is educational and professional activity.

The most important new development of this period is the development of self-education, that is, self-knowledge, and its essence is an attitude towards oneself. It includes a cognitive element (discovery of one’s “I”), a conceptual element (an idea of ​​one’s individuality, qualities and essence) and an evaluative-volitional element (self-esteem, self-respect). The development of reflection, that is, self-knowledge in the form of reflection on one’s own experiences, sensations and thoughts, determines a critical reassessment of previously established values ​​and the meaning of life - possibly their change and further development.

Also an important new formation of youth is the emergence of life plans, and this manifests an attitude towards consciously building one’s own life as a manifestation of the beginning of the search for its meaning.

In youth, a person strives for self-determination as an individual and as a person involved in social production and labor activity. Finding a profession is the most important problem of youth. It is significant that in their youth some of the youth begin to gravitate towards leadership as an upcoming activity. This category of people strives to learn to influence others and for this purpose studies social processes, consciously reflecting on them.

Youth, gaining the potential of an individual entering the time of rebirth, begins to feel liberation from the direct dependence of a close circle of significant persons (relatives and close people). This independence brings intense experiences, overwhelms you emotionally and creates a huge number of problems. In order to reach an understanding of the relativity of any independence, in order to value family ties and the authority of the experience of the older generation, youth faces the spiritual path of the biblical prodigal son through difficult, unbearably difficult experiences of alienation from the circle of significant people, through deep reflexive suffering and the search for true values ​​to returning in a new incarnation - now as an adult, able to identify himself with significant loved ones and now finally accept them as such. It is an adult, socially mature person who carries within himself the constancy of his worldview, value orientations, which organically combine not only “independence”, but also an understanding of the need for dependence - after all, the personality carries within itself the existence of social relations.

1.6.1 Specifics of student’s educational motivation

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

1. on the nature of participation in the activity

2. from the time (extent) of conditioning the activity

3. from social significance

4. from the fact of inclusion in the activity itself or those outside it

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

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

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

Considering the motivation of educational activities, it is necessary to emphasize that the concept motive closely related to the concept target And need. In a person’s personality they interact and are called motivational sphere. In the literature, this term includes all types of motivations: needs, interests, goals, incentives, motives, inclinations, attitudes.

Educational motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of teaching, educational activity. Like any other type, educational motivation is determined by a number of factors specific to the activity in which it is involved. Firstly, it is determined by the educational system itself, the educational institution; secondly, – organization of the educational process; thirdly, – the subjective characteristics of the student; fourthly, the subjective characteristics of the teacher and, above all, the system of his relations to the student, to the work; fifthly, the specifics of the academic subject.

Academic motivation, like any other type, systemic, characterized direction, stability and dynamism .

When analyzing motivation, there is the difficult task of determining not only the dominant motivator (motive), but also taking into account the entire structure of a person’s motivational sphere.

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

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

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

The need for communication and dominance has a significant but ambiguous influence on learning. However, intellectual-cognitive motives are especially important for the activity itself. The motives of the intellectual plane are conscious, understandable, and actually operating. They are perceived by a person as a thirst for knowledge, a need (need) for its appropriation, a desire to expand horizons, deepen, and systematize knowledge.

Educational motivation, being a special type of motivation, is characterized by a complex structure, one of the forms of which is the structure of internal (process and result) and external (reward, avoidance) motivation. Such characteristics of educational motivation are essential. How is its stability, connection with the level of intellectual development and the nature of educational activities.

1.6.2 Professional motivation

In relation to the educational activities of students in the secondary education system, professional motivation is understood as a set of factors and processes that, reflected in the consciousness, encourage and direct the individual to study future professional activities. Professional motivation acts as an internal driving factor in the development of professionalism and personality, since only on the basis of its high level of formation is the effective development of professional education and personal culture possible.

At the same time, the motives of professional activity are understood as awareness of the subjects of the actual needs of the individual, satisfied through the implementation of educational tasks and encouraging him to study future professional activities.

If a student understands what kind of profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. Forming a positive attitude towards the profession is an important factor in increasing students' academic performance. But a positive attitude in itself cannot be significant if it is not supported by a competent idea of ​​the profession (including an understanding of the role of individual disciplines) and is poorly connected with the methods of mastering it.

Correct identification of professional interests and aptitudes is an important predictor of satisfaction with the profession in the future. The reason for an inadequate choice of profession can be both external (social) factors associated with the inability to make a professional choice based on interests, and internal (psychological) factors associated with insufficient awareness of one’s professional inclinations or an inadequate idea of ​​the content of future professional activity.

In modern psychology, there are currently many different theories, the approaches to studying the problem of motivation are different. When studying various theories of motivation, in determining the mechanism and structure of the motivational sphere of professional activity, we came to the conclusion that human motivation is indeed a complex system based on both biological and social elements, therefore it is necessary to study the motivation of human professional activity approach taking this circumstance into account.

The structure of a person’s motivational sphere in the process of life goes through stages of formation and formation. This formation is a complex process that occurs both under the influence of its internal work and under the influence of external factors in its environment.

So, the scope of application of knowledge on motivation is very extensive. And the result from the practical application of this knowledge is truly enormous in various areas of professional activity.

2. Study of professional motivation of students

2.1 Purpose and objectives of the study

Target - study of professional motivation of medical school students.

Research objectives:

1) To identify the motivational complex of students of the State Educational Institution of Secondary Professional Education “Baleya Medical School (Technical School)”;

2) Determine the predominant type of professional motivation (internal, external positive, external negative motivation) in the group;

3) Determine the level of motivation for professional training.

2.2 Description of research methods

The study of motivation for professional training of students was carried out on the basis of special techniques.

Let's consider the methods used for the study.

1) “Motivation for professional activity (methodology by K. Zamfir).”

The technique can be used to diagnose professional motivation. It is based on the concept of internal and external motivation.

Read the motives for professional activity listed below and rate their importance to you on a five-point scale.

Indicators of internal motivation (IM), external positive (EPM) and external negative (EOM) are calculated in accordance with the following keys.

VM = (item 6 score + item 7 score)/2

VPM = (score item 1 + score item 2 + score item 5)/3

PTO = (score item 3 + score item 4)/2

The indicator of the severity of each type of motivation will be a number ranging from 1 to 5 (including possibly a fraction).

Based on the results obtained, the motivational complex of the individual is determined. The motivational complex is a type of relationship between three types of motivation: VM, VPM and VOM.

The best, optimal motivational complexes include the following two types of combination:

VM > VPM > PTO and VM = VPM > PTO. The worst motivational complex is the type VOM > VPM > VM.

Between these complexes there are other motivational complexes that are intermediate from the point of view of their effectiveness.

When interpreting, one should take into account not only the type of motivational complex, but also how strongly one type of motivation exceeds another in terms of severity.

2) “Methodology for determining learning motivation” (Katashev V.G.).

The methodology for measuring students' professional learning motivation can be presented in the following form: based on the levels of motivation described in the text, students are offered a set of questions and a series of possible answers. Each answer is scored by students with a score from 01 to 05.

01 – confident “no”

02 – more “no” than “yes”

03 – not sure, don’t know

04 – more “yes” than “no”

05 – confident “yes”

Scaling is done by students on a special card.

Since a person’s motivation consists of the volitional and emotional spheres, the questions are, as it were, divided into two parts. Half of the questions (24) are intended to identify the level of conscious attitude towards learning problems, and the second half of the questions (20) are aimed at identifying the emotional and physiological perception of various types of activities in changing situations.

When filling out the motivation scale, students give an assessment to each question and fill out each cell. The teacher then totals the scores horizontally in the rightmost vertical row. The vertical numbering of the first row scales indicates not only the question numbers, but also the level of motivation.

Each scale, corresponding to one or another level of motivation, can score from 11 to 55 points without taking into account the number 0. The number of points of each scale characterizes the student’s attitude towards various types of educational activities and each scale can be analyzed separately.

The scale, which differs from others by a large number of points, will indicate the level of motivation to study at a university. By calculating the arithmetic mean for each scale for the group, you can obtain the overall group level of motivation. .

2.3 Analysis and interpretation of the results obtained

The study involved first-year students of the Baleysk Medical School (Technical School) of the Departments of Nursing and General Medicine. The sample consisted of 46 students. A special feature of the sample was that it consisted predominantly of females (97.8%).

The purpose of the study was to study the professional motivation of students.

The first stage of our research was getting to know each other. The acquaintance took place in the form of a conversation in a relaxed atmosphere, without the presence of teachers. The students reacted adequately, responsibly and willingly answered the questions posed.

The next stage was collecting information (testing) using techniques.

K. Zamfir determined the effectiveness of the following types of motivation: 1) monetary earnings; 2) desire for career advancement at work; 3) the desire not to be criticized by the manager and colleagues; 4) the desire to avoid possible punishments or troubles; 5) orientation towards prestige and respect from others; 6) satisfaction from a job well done; 7) social utility of labor. To analyze the answers, the following scale was used: 1 point – “to a very small extent”, 2 points – “to a fairly small extent”, 3 points – “not to a large extent, but not to a small extent”, 4 points – to a fairly large extent ", 5 points - to a very large extent."

Based on the data obtained, motivational complexes were calculated: the optimal balance of motives VM > VPM > VOM and VM = VPM > VOM, in which internal motivation (IM) is high; external positive motivation (EPM) – equal to or lower than internal motivation, but relatively high; external negative motivation (EOM) – very low and close to 1. The more optimal the motivational complex (balance of motives), the more the students’ activity is motivated by the very content of professional training, the desire to achieve certain positive results in it.

Analysis of the results showed that students are more satisfied with their chosen profession. When choosing between the best, optimal and worst types of relationships, most students chose the optimal complex, represented by combinations:

VM > VPM > PTO (39.1% of respondents) and VM = VPM > PTO (8.7% of respondents). This indicates that students with these motivational complexes are involved in this activity for its own sake, and not to achieve any external rewards. Such activity is an end in itself, and not a means to achieve some other goal.” Those. These are those students who are attracted, first of all, by interest in the learning process itself; they tend to choose more complex tasks, which has a positive effect on the development of their cognitive processes.

Students whose motivational complex is characterized by a predominance of external motivation accounted for 43.54% of those surveyed (30.5% with external positive motivation and 13.04% with external negative motivation).

The worst motivational complexes are represented by the following ratio: VOM>VPM>VM; PTO>VPM=VM; PTO>VM>VPM and PTO=VPM=VM. These complexes have 6.52%; 4.34%; 2.17% and 2.17% of students respectively. This collectively represents 15.2% of the total number of students surveyed. This may indicate an indifferent, and probably even negative, attitude towards the learning process as a whole. For such students, the value is not the acquisition of professional knowledge and skills, but the final result of their studies at the university, i.e. obtaining a diploma. Or, we can assume that just this number of students entered secondary school not of their own free will, but, for example, because their parents insisted on it. It is possible that there are other reasons unknown to us.

Students with external motivation, as a rule, do not receive satisfaction from overcoming difficulties in solving educational problems. Therefore, they choose easier tasks and perform only what is necessary to obtain reinforcement (valuation). Extrinsic motivation is the use of the “carrot and stick” method

Characterizing the group as a whole, we can say that the predominant type of motivation for professional learning is internal - 45.6% (although this does not account for half of the students surveyed). In second place are students with external positive motivation – 30.5%. This type of motivation is “worse” than the internal type of motivation in that with it, students are attracted not by the activity itself, but by how it will be assessed by others (positive assessment, encouragement, praise, etc.). And in third place are students with external negative motivation - 13.04%. The learning of students with this type of motivation is characterized by the following characteristics: learning for the sake of learning, without pleasure from the activity or without interest in the subject being taught; learning for fear of failure; teaching under duress or pressure, etc.

As can be seen from Table 3, the group’s motivational complex looks like: VM > VPM > VOM. But the indicators of these types of motivation differ slightly from each other.

Based on the results of a study of students’ learning motivation (methodology for determining students’ learning motivation” (Katashev V.G.)), we can say that the majority of students (52.2%) are characterized by an average level of learning motivation at a university. Students with normal and high levels of learning motivation each make up 19.55% of the total number of respondents.

Based on the analysis of the results obtained, the following two groups of first-year students were identified: with high and low levels of educational motivation.

1 group of students– with a high level of educational motivation (19.55%).

This is manifested in the following characteristics: focus on educational and professional activities, on the development of self-education and self-knowledge. They tend to plan their lives carefully, setting specific goals.

2nd group of students– with a low level of educational motivation.

I would like to note that there are few such students (8.7%), but they exist. For this group, the professional sphere does not yet have the same importance as their areas of study and hobbies. Students rarely think about their future; professional life is clearly something unattractive and unknown for them. They are much more satisfied with the carefree and more familiar student life, in which study competes with their favorite activities. Future plans have no real support in the present and are not supported by personal responsibility for their implementation.

By calculating the arithmetic mean for each scale for the group, the overall group level of motivation was obtained. As can be seen from the table, this group has an average level of motivation for vocational training (40.2 points).

So, as a result of the study, it was revealed predominance internal motivation of students over external motivation (VM = 45.6%; VPM + VOM = 43.54%), as well as the predominance of external positive motivation (30.5%) over external negative motivation (13.04%). The dominant motivational complex of training is the “VM > VPM > VOM” complex. 39.1% of students have such a balance of motives (motivational complex). The group as a whole is characterized by the same complex. 15.2% of students have the worst motivational complex.

It was also found that the majority of students have an average level of motivation for professional learning – 52.2%. A high level is typical for 19.55% of students, a low level for 8.7%.

After calculating the average group score on each scale, it was found that the group as a whole has an average level of motivation to learn.

Conclusion

The psychological study of motivation and its formation are two sides of the same process of educating the motivational sphere of the integrity of the student’s personality. Studying educational motivation is necessary to identify the real level and possible prospects, as well as the zone of its immediate influence on the development of each student. In this regard, the results of the study of the process of professional motivation showed new processes of interrelation between the social structure of society and the formation of new goals and needs among students.

The paths to development and the characteristics of motivation for each student are individual and unique. The task is to, based on a general approach, identify the complex, sometimes contradictory ways in which a student’s professional motivation develops.

Based on the results of the analysis, it can be stated that the state of professional motivation depends on whether the student evaluates educational activities in comparison with his own, real capabilities and level of aspirations, as well as the influence on professional motivation of the opinions of peers with one or another level of ability.

The combination of the above-mentioned parameters of motives (types, levels) is advisable to study and diagnose in a variety of situations of real choice. The situation of choice has the advantage that they are not only conscious, but also actually acting motives. It is only important that the student understands that his choice can lead to real consequences for his life, and will not remain only in words. It is then that the results of such a choice can be trusted.

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2. Organization and methods of research

2.1 Sample characteristics

The study was conducted in Naberezhnye Chelny on the basis of school No. 43 in 11 “a” and 11 “b” grades, during the period from 03/01/10. to 03/29/10 46 people took part in the study: 25 boys and 21 girls. The age of the subjects is 15 - 16 years.

2.2 Organization of the study

Purpose of the study: explore the professional motivation of high school students.

Research objectives:

Identify the motivational complex of high school students;

Determine the predominant type of professional motivation (internal, external positive, external negative motivation) in the class;

Determine the level of meaning of the teaching.

The study took place in three stages:

Stage 1 - study of professional choice according to the method of K. Zamfir as modified by A. Rean.

Stage 2 - studying the meaning of high school students’ teaching using the method of V.G. Katashev.

Stage 3 - comparative analysis of the results of the two methods.

2.3 Research methods

The study of the meaning of high school students’ learning was carried out on the basis of special methods. Motives, as is known, are the reason for an interested attitude to study as the basis of professional choice. It can be argued that active in vocational training will be the high school student who is aware of the need for knowledge necessary in the future professional choice, and who, in turn, recognizes his profession as the only or main source of satisfying his material and spiritual needs.

Professional self-awareness makes learning motives stable and contributes to the development of a high school student’s ability to set goals and achieve them. Let's consider the methods used for the study.

" Motivationprofessional choice(method by K. Zamfir modified by A. Rean)"

The technique can be used to diagnose the motivation of professional choice, including the motivation of professional and pedagogical activity. It is based on the concept of internal and external motivation (Appendix 1).

We should talk about the internal type of motivation when the activity itself matters to the individual. If the motivation for professional choice is based on the desire to satisfy other needs external to the content of the activity itself (motives of social prestige, salary, etc.), then in this case it is customary to talk about external motivation. External motives themselves are differentiated here into external positive and external negative. External positive motives are undoubtedly more effective and more desirable from all points of view than external negative motives.

Instructions: Read the motives for professional choice listed below and rate their importance to you on a five-point scale (Appendix 1).

Treatment: indicators of internal motivation (IM), external positive (EPM) and external negative (EOM) are calculated in accordance with the following keys.

VM = (item 6 score + item 7 score)/2

VPM = (score item 1 + score item 2 + score item 5)/3

PTO = (score item 3 + score item 4)/2

The indicator of the severity of each type of motivation will be a number ranging from 1 to 5 (including possibly a fraction).

Interpretation: Based on the results obtained, the motivational complex of the individual is determined. The motivational complex is a type of relationship between three types of motivation: VM, VPM and VOM.

The best, optimal motivational complexes include the following two types of combination:

VM > VPM > PTO and VM = VPM > PTO

The worst motivational complex is the type VOM > VPM > VM.

Between these complexes there are other motivational complexes that are intermediate from the point of view of their effectiveness.

When interpreting, one should take into account not only the type of motivational complex, but also how strongly one type of motivation exceeds another in terms of severity.

" Methodologydefinition of the meaning of the teaching" (Katashev V.G.)

The methodology for measuring the meaning of high school students’ learning can be presented in the following form: based on the levels of motivation described in the text, high school students are offered a set of questions and a series of possible answers. Each answer is scored by high school students from 01 to 05.

01 - confident "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confident "yes"

Scaling is done by students on a special card (Appendix 2). Since a person’s motivation consists of the volitional and emotional spheres, the questions are, as it were, divided into two parts. The first half of the questions involves identifying the level of conscious attitude towards the problems of learning, and the second half of the questions is aimed at identifying the emotional and physiological perception of various types of activities in changing situations.

Questionnaire of motives - Appendix 3.

When filling out the motivational scale, high school students rate each question and fill out each box. The teacher then totals the scores horizontally in the rightmost vertical row. The vertical numbering of the first row scales indicates not only the question numbers, but also the level of motivation.

Each scale, corresponding to one or another level of motivation, can score from 11 to 55 points without taking into account the number 0. The number of points of each scale characterizes the attitude of a high school student to various types of educational activities and each scale can be analyzed separately. The scale, which differs from others by a large number of points, will indicate the level of motivation to study at a university. By calculating the arithmetic mean for each scale for the class, you can obtain the overall group level of motivation.

2.4 Methods of mathematical data processing

We used methods of mathematical statistics to process the digital material obtained as a result of the study. During the study, Student's t-p was calculated using the standard XL program.

Student's t-test is a general name for a class of methods statistical checks hypotheses (statistical criteria), based on comparison with Student distribution. The most common uses of the t-test are related to checking the equality of average values ​​in two samples

The formula for calculating the Student's test looks like this:

(in the numerator - the difference between the average values ​​of the two groups, in the denominator - the square root of the sum of the squares of the standard errors of these averages).

We find in the table of critical values ​​a row with a certain number of degrees of freedom for our groups. We determine, at the significance level a, the critical value of the Student's test.

All values ​​of t p > t cr obtained in the test allow us to reject the null hypothesis and recognize the differences between the groups as statistically significant.

3. Studying the connection between the meaning of learning and the professional choice of high school students

3.1 Studying the professional choice of high school students

The first stage of the study was introduction. The acquaintance took place in the form of a conversation in a relaxed atmosphere. The students reacted adequately, responsibly and willingly answered the questions posed.

The next stage was collecting information (testing) using the methods we had chosen.

K. Zamfir determined the effectiveness of the following types of motivation:

1) cash earnings;

2) desire for career advancement at work;

3) the desire not to be criticized by the manager and colleagues;

4) the desire to avoid possible punishments or troubles;

5) orientation towards prestige and respect from others;

6) satisfaction from a job well done;

7) social utility of labor.

To analyze the answers, the following scale was used: 1 point - “to a very small extent”, 2 points - “to a fairly small extent”, 3 points - “not to a great extent, but not to a small extent”, 4 points - to a fairly large extent "5 points - to a very large extent."

Based on the data obtained, motivational complexes were calculated: the optimal balance of motives VM > VPM > VOM and VM = VPM > VOM, in which internal motivation (IM) is high; external positive motivation (EPM) - equal to internal motivation or lower, but relatively high; external negative motivation (EOM) - very low and close to 1. The more optimal the motivational complex (balance of motives), the more the activity of high school students is motivated by the very content of vocational training, the desire to achieve certain positive results in it.

Analysis of the results showed that high school students are more satisfied with their chosen profession. Choosing between the best, optimal and worst types of relationships, the majority of high school students chose the optimal complex, represented by the combinations: VM > VPM > PTO (39.1% - 18 respondents) and VM = VPM > PTO (8.7% - 4 respondents) (table 1.). This indicates that high school students, with these motivational complexes, are involved in this activity for its own sake, and not to achieve any external rewards. Such activity is an end in itself, and not a means to achieve some other goal." That is, these are those high school students who are attracted, first of all, by interest in the learning process itself, they tend to choose more complex tasks, which has a positive effect on the development of their cognitive processes .

Table 1 Correspondence of the number of respondents to a certain motivational complex

Motivational complex	Number of high school students

Optimal motivational complex (balance of motives);

The worst motivational complex.

High school students whose motivational complex is characterized by a predominance of external motivation accounted for 43.53% - 20 of them surveyed (30.5% - 14 with external positive motivation and 13.03% - 6 with external negative motivation). The worst motivational complexes are represented by the following ratio:

PTO>VPM>VM; PTO>VPM=VM; PTO>VM>VPM

PTO=VPM=VM

These complexes have:

VOM>VPM>VM - 6.52% (3 high school students);

PTO>VPM=VM - 4.34% (2 high school students);

PTO>VM>VPM - 2.17% (1 high school student);

PTO=VPM=VM - 2.17% (1 high school student), respectively.

This totals 15.2% (7 high school students) of the total number of high school students surveyed (Table 2). This may indicate an indifferent, and probably even negative, attitude towards the learning process as a whole. For such high school students, the value is not the acquisition of knowledge and skills, but the final result of their education at school, i.e. obtaining a certificate.

Table 2 Identification of the predominant type of motivation

VM - internal motivation; EPM - external positive motivation; VOM - external negative motivation;

Students with external motivation, as a rule, do not receive satisfaction from overcoming difficulties in solving educational problems. Therefore, they choose easier tasks and perform only what is necessary to obtain reinforcement (valuation). The absence of internal stimulus contributes to an increase in tension and a decrease in spontaneity, which has a suppressive effect on the student’s creativity, while the presence of internal motivations contributes to the manifestation of spontaneity, originality, and the growth of creativity and creativity. External motivation is the use of the “carrot and stick” method (reward, stimulation, criticism, punishment) or the behaviorism formula (B. Skinner, K. Hull, etc.) S - R (stimulus - response), the introduction of competitive principles, etc. d. The main elements of this type of motivation are external stimuli - levers of influence or carriers of “irritations” that cause the action of certain motives.

Characterizing the classes as a whole, we can say that the predominant type of meaning of learning is internal - 45.6% (21 high school students).

In second place are high school students with external positive motivation - 30.5% (14 high school students). This type of motivation is “worse” than the internal type of motivation in that with it, high school students are attracted not by the activity itself, but by how it will be assessed by others (positive assessment, encouragement, praise, etc.).

And in third place are high school students with external negative motivation - 23.9% (11 high school students). The study of high school students with this type of motivation is characterized by the following characteristics: learning for the sake of learning, without pleasure from the activity or without interest in the subject being taught; learning for fear of failure; teaching under duress or pressure (Table 3).

Table 3. Assessment of the level of professional choice of high school students

As can be seen from Table 4, the motivational complex of the class looks like: VM > VPM > VOM. But the indicators of these types of motivation differ slightly from each other.

Table 4 Identification of the motivational complex of high school students

	Number of high school students by type of motivation
Group average

3.2 Studying the meaning of high school students’ learning

Based on the results of a study of the learning motivation of high school students (methodology for determining the meaning of high school students’ learning” (Katashev V.G.), we can say that the majority of high school students 52.2% - 24 high school students are characterized by an average level of learning motivation at school (Table 5). High school students with normal and high levels of motivation for teaching constitute 19.55% each - 5 people each from the total number of respondents.

Table 5 “Study of the meaning of teaching” (Katashev V.G.).

Determining the level of meaning in high school students’ learning

	I Low level of motivation	II Intermediate level of motivation	III Normal level of motivation	IV High level of motivation
Group average

Note: - prevailing score.

Based on the analysis of the results obtained, we identified the following two groups of high school students with high and low levels of meaning in learning.

Group I of high school students - with a high level of meaning in learning (19.55% - 9 people). This is manifested in the following characteristics: focus on educational and professional activities, on the development of self-education and self-knowledge. They tend to plan their lives carefully, setting specific goals. A high need to preserve one’s own individuality, the desire for independence from others and the desire to preserve the uniqueness, originality of one’s own personality, one’s views and beliefs, one’s lifestyle, trying to succumb as little as possible to the influence of mass trends. The emergence of life plans, the desire to achieve tangible and concrete results in any type of educational activity. The ability to empathize, to have an active moral attitude towards people, towards oneself and towards nature; the ability to assimilate traditional roles, norms, and rules of behavior in society. During this period of life, he decides in what sequence he will apply his abilities to realize himself in work and in life itself.

Group II of high school students - with a low level of meaning in learning.

There are 8.7% of such high school students - 4 people. For this group, the professional sphere does not yet have the same importance as their areas of study and hobbies. High school students rarely think about their future; professional life is clearly something unattractive and unknown for them. They are much more satisfied with a carefree life, in which study competes with their favorite activities. Future plans have no real support in the present and are not supported by personal responsibility for their implementation. In our opinion, this is due to the fact that high school students are still in the stage of self-determination. No matter how intellectually ready they are to comprehend everything that exists, they do not know much - they still have no experience of real practical and spiritual life in society.

By calculating the arithmetic mean for each scale for the class, we obtained the overall group level of motivation (Table 6). As can be seen from the table, this class has an average level of teaching meaning (40.2 points).

Table 6 Assessment of the level of meaning in high school students’ learning

3.3 The relationship between professional choice and the meaning of learning for high school students

As a result of conducting a study of the relationship between the meaning of learning and professional choice, the following results were obtained.

The results of K. Zamfir’s methodology as modified by A. Rean showed the predominance of internal motivation of high school students over external motivation (VM = 45.6%; VPM + VOM = 43.54%), as well as the predominance of external positive motivation VPM = 30.5% ( 14 people) over external negative motivation PTO = 13.04% (6 people). The dominant motivational complex of training is the complex “VM > VPM >

The results of the methodology for studying the meaning of the teachings of Katashev V.G. It was found that the majority of high school students have an average level of meaning in learning - 52.2% (24 people). A high level is characteristic of 19.55% of 9 high school students, a low level of 8.7% (4 people).

High school students of the first level of learning motivation are indifferent to the meaning of learning - they show cognitive activity at the level of preventing claims from the educational department, searching for a way to replace their own manifestation of knowledge with a material equivalent.

Let’s compare the level of professional choice and the level of meaning in high school students’ learning (Table 7).

Table 7 Comparison of the level of professional choice and the level of meaning in high school students’ learning

Calculation of the significance of differences in the level of professional choice and the meaning of learning among high school students was carried out using the Student's criterion with a freedom number of 26.7.

We can conclude that there is a relationship between professional choice and the meaning of learning for high school students. The significance of differences in the levels of professional choice and the meaning of learning among high school students was determined using Student's t - test (Table 8).

Selection 1 (Q.1) - Professional selection

Sample 2 (Q.2) - The meaning of the teaching

Table 8 Calculation of Student's test

Result: t Em = 3.8

Critical values

The obtained empirical value t (3.8) is in the zone of insignificance. From Table 9 we see that there are insignificant differences in the indicators. Thus, our hypothesis that there is a direct relationship between the meaning of learning and the professional choice of high school students was confirmed.

conclusions

As a result of the study, it was revealed that the internal motivation of high school students prevailed over external motivation (VM = 45.6%; VPM + VOM = 43.54%), as well as the predominance of external positive motivation VPM = 30.5% (14 people) over external negative motivation PTO = 13.04% (6 people). The dominant motivational complex of training is the “VM > VPM > VOM” complex. 39.1% - 18 high school students - have such a balance of motives (motivational complex). The class as a whole is characterized by the same complex. 15.2% of 7 high school students have the worst motivational complex.

It was also found that the majority of high school students have an average level of meaning in learning - 52.2% (24 people). A high level is characteristic of 19.55% of 9 high school students, a low level of 8.7% (4 people).

Having calculated the average overall score on each scale, we found that the class as a whole has an average level of motivation to learn.

By periodically measuring motivation (1-2 times a year), it is possible to register the dynamics of the development of motivation, both in an individual graduate and in a team. This scaling makes it possible to register not only the level of motivation, but also the intralevel dynamics of development. So, if during one of the measurements on the third scale the total score was 38, which exceeded other levels, and in the next measurement on the same scale the score was 43, this will characterize intralevel progress. A situation is possible when the same number of points is scored on different scales, then preference is given to a higher level of motivation. At the same time, high levels of motivation (3-4) are significant from 33 points and above.

High school students of the first level of learning motivation are indifferent to the learning process - they show cognitive activity at the level of preventing claims from the educational department, searching for a way to replace their own manifestation of knowledge with a material equivalent.

It is this part of high school students who are more concerned with spending their leisure time, which dominates the distribution of time.

On this basis we can suggest:

The process of vocational training for high school students should be supported by intensive, near-professional activities at all stages of training (circles, sections, clubs, educational institutions of additional education);

High school students with the first level of learning motivation should receive increased attention from the school administration in order to create conditions for increasing motivation.

We can conclude that there is a relationship between professional choice and the meaning of learning for high school students. The significance of differences in the levels of professional choice and the meaning of learning among high school students was determined using Student's t - test.

Thus, our hypothesis that there is a direct relationship between the meaning of learning and the professional choice of high school students was confirmed.

motivational profile training

Conclusion

Studying the meaning of the teaching is necessary to identify the real level and possible prospects, as well as the zone of its immediate influence on the development of a high school student. Thus, studying the meaning of teaching is necessary to identify the real level and possible prospects, as well as the zone of its immediate influence on the development of each high school student.

The study of professional motivation must be carried out at different stages of personality development of a high school student, since the result will be different depending on cognitive and broad social motives, as well as on levels; according to the hierarchy of the educational motivational sphere, i.e. subordination of immediate impulses to voluntary, conscious forms; by the harmony and consistency of individual motives with each other; by stability and stability, positively colored motives; by the presence of motives oriented to a long-term perspective; on the effectiveness of motives and their influence on behavior, etc. All this allows us to assess the maturity of the professional motivational sphere.

The study of professional motivation of adolescents allows us to identify several stages of high school students’ involvement in the learning process. Each of these stages is characterized, firstly, by an attitude towards learning based on the following characteristics: academic performance and attendance, the general activity of adolescents in terms of the number of questions and requests to the teacher, the voluntariness of completing educational tasks, the absence of distractions, the breadth and stability of interests in different aspects of learning ).

Secondly, behind each degree of involvement of a high school student in learning lie different motives and learning goals.

Thirdly, each of the stages of a high school student’s involvement in learning corresponds to one or another state, the ability to learn, which helps to understand the reason for certain motivational attitudes, barriers, the high school student’s avoidance of difficulties in work, etc.

Thus, our hypothesis that there is a direct relationship between the meaning of learning and the professional choice of high school students was confirmed.

The problem of timely and accurate choice of life path by graduates is not only a matter for schoolchildren themselves and their parents. In 11th grade, students should focus on professionally significant qualities. It is necessary to practice active forms and methods of work at school that would increase the level of knowledge and ideas of students about personality psychology, about what abilities, interests, needs, temperament, and character traits are. The future of our country largely depends on the professional and life plans of the children. Through the interaction of various departments at all levels - municipal, regional, federal, it is necessary to create a modern system of career guidance for youth.

Bibliography

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Applications

Annex 1

"Methodology for studying the motivation of professional choice by K. Zamfir (modified by A.A. Rean)"

Answer form

	to a very small extent	to a fairly small extent	to a small, but also to a considerable extent	to a fairly large extent	to a very large extent
1. Cash earnings
2. Desire for advancement at work
3. The desire to avoid criticism from a manager or colleagues
4. The desire to avoid possible punishments or troubles
5. The need to achieve social prestige and respect from others
6. Satisfaction with the process itself and the result of the work
7. The possibility of the most complete self-realization in this particular activity

Appendix 2

Answer form

Appendix 3

"Methodology for determining the meaning of high school students' learning"

Questionnaire of motives

1. What prompted you to choose this profession?

1) I’m afraid of being left without a job in the future.

2) I strive to find myself in this profile.

3) Some subjects are interesting.

4) It’s interesting to study here.

5) I teach because everyone demands it.

6) I study so as not to lag behind my comrades.

7) I teach because most of the subjects are necessary for the profession that I have chosen.

8) I believe that it is necessary to study all subjects.

2. How do you explain your attitude to work in the classroom?

1) I work actively when I feel it’s time to report.

2) I work actively when I understand the material.

3) I work actively, I try to understand, since these are necessary subjects.

4) I work actively because I like to study.

3. How do you explain your attitude towards studying specialized subjects?

1) If it were possible, I would skip classes that I don’t need.

2) I need knowledge only of individual subjects or topics necessary for my future profession.

3) You need to study only what is necessary for the profession.

4) You need to study everything, because you want to know as much as possible, and this is interesting.

4. What class work do you like best?

1) Listen to the teacher's lesson.

2) Listen to your classmates’ answers.

3) Analyze, reason, try to solve the problem yourself.

4) When solving a problem, I try to get to the bottom of the answer myself.

5. Does it often happen in class that you don’t want to do anything?

6. If the educational material is complex, do you try to understand it completely?

7. If you were active at the beginning of the lesson, do you remain so until the end?

8. When faced with difficulty in understanding new material, will you make an effort to fully understand?

9. Do you think that it would be better not to study difficult material?

10. Do you think that much of what you study will not be useful in your future profession?

11. Do you think that in order to live you need to more or less learn everything?

12. If you feel like you can’t do something, do you lose the desire to learn?

13. What do you think: the main thing is to get results, no matter by what means?

14. When solving a difficult problem, do you look for the most rational way?

15. Do you find it difficult to get involved in work and do you need any push?

16. Does it happen that it’s interesting to study at the university, but you don’t want to go home?

17. Do you continue to discuss what you studied in class, after school, at home?

18. If you haven’t solved a difficult problem, but you can go to the cinema or take a walk, will you solve the problem?

19. When doing homework, do you rely on someone’s help and are not averse to copying from your friends?

20. Do you like to solve typical problems that are solved according to a model?

Do you like tasks that require thinking and that you don’t know how to approach?

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