Learning motivation

Today this term can be understood in different ways.

So, for example, A.K. Markova, T.A. Mathis, A.B. Orlov believes that the motivation of educational activity should be called the focus of the student on certain aspects of the educational work associated with the internal attitude towards it.

Khamedova G.N. It assumes that educational motivation is a process of encouraging students to study activities mediated by internal and external factors to achieve educational goals.

Educational motivation may include various motives, depending on what kind of need will satisfy the action prompted by this motive:

• Civic motive (teaching is done to prepare for life in society)

• Cognitive motive (focuses on the acquisition of knowledge and skills)

• The motive of social identification with the teacher (the student must meet the requirements of the teacher)

• The motive of social identification with parents (the student correlates with the expectations of parents in the field of study and behavior in general)

• The motive of experience (associated with the attractiveness of educational material)

• Material motive (teaching is considered as a prerequisite for material security)

• The motive of importance (the acquisition and maintenance of high social status) ^[1]

As a rule, educational activity is generated not by one motive, but by a combination of motives that complement each other. In this regard, it is customary to separate the leading motives and secondary ones .

Regarding the reasons for the motives, there are two types identified by L.I. Bozovic : cognitive (those related to the content of educational activity and its implementation) and social (related to various interactions with people). ^[2]

Later this division was concretized by A.K. Markov. She proposed a more differentiated classification of educational motives.

So, cognitive motivation consists of:

• wide cognitive motives (“I need to acquire new knowledge!”)

• educational-cognitive motives (“I need to understand HOW to obtain knowledge!”)

• motives of self-education (“what else can I learn to become better?”)

Social motivation was divided into:

• broad social motives (“I must, I’m responsible, and besides, everyone around me says that learning is right”)

• narrow social or positional motives ("I want to take a favorable position in relations with others")

• motives for social cooperation (“I have to interact differently with other people”)

^[3]

The motivation of learning is an object for research by many scientists. To one degree or another, they are engaged in:

• Ilyin E.P.

• Markova A.K.

• Bozhovich L.I.

• Chebotaryova E.Yu.

• Soselia I.L.

• Khamedova G.N.

• Simonova N.M.

And others.