A complex of motives for the educational activities of a senior pupil. Types of motives and motivation for learning activities. Chapter II. Organization and research methods of motivation of high school students

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Introduction

1 Theoretical foundations of the study of motivation in psychology

1.2 Types and types of learning motives

2. Formation of motivation for learning activities

2.2 Ways to form learning motivation

INTRODUCTION

The formation of motivation for learning at school age, without exaggeration, can be called one of the central problems of modern schools, a matter of public importance. Its relevance is due to the renewal of the content of education, the formulation of the tasks of forming in schoolchildren the methods of independent acquisition of knowledge and cognitive interests, implementation in the unity of ideological, political, labor, moral education schoolchildren, the formation of their active life position, the introduction of universal compulsory secondary education. The social order of our society to the school today is to improve the quality of teaching and upbringing, to get rid of formalism in assessing the results of the work of teachers and students, so that current high school students become highly qualified workers in the future. The problem of the formation of motivation for learning lies at the junction of training and education, is the most important aspect of modern education. This means that here in the field of attention of the teacher is not only the teaching carried out by the student, but also the development of the student's personality that occurs in the course of teaching. The formation of motivation is the upbringing in schoolchildren of the ideals, worldview values \u200b\u200badopted in our society, in combination with the active behavior of the student, which means the interconnection of perceived and actually acting motives, the unity of word and deed, an active life position of the student.

Compared to adolescents, the motivation for learning activity among high school students increases markedly, since learning acquires a direct life meaning associated with the future. There is also a pronounced interest in various sources of information (books, films, television). The need for independent acquisition of knowledge is growing, cognitive interests acquire a broad, stable and effective character, and a conscious attitude towards work and learning is growing. Individual focus and selectivity of interests is associated with life plans. But in the meantime, it is difficult for a teacher to maintain motivation for his subject. Since in senior school age, the desire for self-affirmation, self-expression, for the opportunity to defend their views and beliefs is manifested with particular force, it is the increasing communicative orientation of education and the creation of a favorable psychological climate for communication, as well as an orientation towards factors that at this stage of education acquire special significance.

The complexity and multidimensionality of the problem of motivation determines the multiplicity of approaches to understanding its essence, nature, structure, as well as to methods of studying it (B.G. Ananiev, S.L. Rubinstein, M. Argyll, V.G. Aseev, J. Atkinson, LI Bozhovich, K. Levin, AN Leontiev, M.Sh. Magomet-Eminov, A. Maslow, J. Nyutten, S.L. Rubinstein, 3. Freud, P. Fress, V.E. Chudnovsky, P.M. Yakobson and others). It is essential to emphasize that the main methodological principle that determines the study of the motivational sphere in Russian psychology is the provision on the unity of the dynamic (energetic) and content-semantic sides of motivation. The active development of this principle is associated with the study of such problems as the system of human relations (V.N.Myasishchev), the relationship between meaning and meaning (A.N. Leont'ev), the integration of motives and their semantic context (S.L. Rubinstein), the orientation of the personality and the dynamics of behavior (L.I. Bozhovich, V.E. Chudnovsky), orientation in activity (P.Ya. Galperin), etc.

Purpose of the work: to identify the psychological characteristics of motivation for learning in senior school age.

Object of research: motivation of the educational activity of high school students.

The subject of study is the psychological characteristics of motivation for the educational activities of senior pupils.

1) Conduct a theoretical analysis of the literature on the research problem;

2) Reveal the psychological characteristics of the motivation of the educational activity of high school students;

3) Experimentally investigate the psychological characteristics of the motivation of the educational activity of high school students.

Research hypothesis: if we take into account the psychological characteristics of the motivation of the educational activities of high school students: orientation towards the future, selective attitude to subjects, striving for self-affirmation, self-expression, then it can be assumed that high school students will be more successful in educational activities.

The practical significance lies in the fact that the results of this work can be used by parents, psychologists, teachers in educational institutions.

1. THEORETICAL BASES OF FORMATION OF MOTIVATION FOR THE TEACHING OF HIGH SCHOOLS

1.1 The main directions of research on motivation in domestic and foreign psychology

The concept of motivation is one of the fundamental in psychology, due to the multiplicity of interpretations of its definition.

The scientific study of the causes of human and animal activity, their determination, was laid by the great thinkers of antiquity - Aristotle, Heraclitus, Democritus, Lucretius, Plato, Socrates, who mentioned "need as a teacher of life." Democritus, for example, considered need (need) as the main driving force, which not only set in motion emotional experiences, but made a person's mind sophisticated, allowed him to acquire language, speech and the habit of work. Without needs, a person could not get out of the wild state.

Aristotle made a significant step forward in explaining the mechanisms of human behavior. He believed that aspirations are always associated with a goal, in which an object is presented in the form of an image or thought that has a useful or harmful meaning for the organism. On the other hand, aspirations are determined by needs and the associated feelings of pleasure and displeasure, the function of which is to communicate and assess suitability or unsuitability. this object for the life of the organism. Thus, any volitional movement and emotional state that determine a person's activity have natural grounds.

According to A.K. Markov motivation is a psychological reality "which is behind a student's positive attitude towards learning." Motivation is the launching pad for any activity and therefore takes a leading place in its structure. At the same time, the motivational sphere itself is a complex education. The level of development of the motivational sphere depends on the formed needs, motives, interests, goals and its other components. Need and motive are important aspects of the motivational sphere.

B.M. Teplov proposed to distinguish between short and long-range motivation. Short motives are associated only with the immediate future of the personality, distant ones with a more or less prolonged perspective of its development. The range of motivation significantly affects the attitude of a person to the work he is doing, to the people with whom he communicates, to the reality in which he lives.

Motivation - according to V.G. Aseeva, it is, first of all, the desire for success, high results in their activities. And if a person strives to achieve success, high results in activities, then he has enough strong motivation achievements .

L.P. Dmitrienkova identifies the following theories of achievement motivation: the theory of the need for achievement: a) personal factors or motives; b) situational influences; c) resulting trends; d) emotional reactions (pride and shame); e) achievement behavior; attributive theory; goal achievement theory.

According to S. Ozhegov's dictionary, "motive" is an incentive, a reason for some action. The psychological dictionary, edited by A. V. Petrovsky, defines the motive as, what prompts a person's activity.

A.N. Leont'ev defines the concept of "motive" as an object of need - material or ideal, sensually perceived. The motive, as the scientist emphasizes, is "a conscious, objectified need." In the interpretation of S.L. Rubinstein, "objects and phenomena of the external world act not only as objects of the external world, but also as the engines of behavior, as its motivators, which generate in a person certain impulses for action", which is the motive.

Reflecting on the term "motivation", Fridman L.M. suggests that different researchers define motivation either as a motive, thereby identifying these two concepts, then as a single system of motives, or as a special sphere that includes needs, motives, interests in their complex interweaving and interaction and emphasizes that the concept "Motive" is already the concept of "motivation", since the latter "acts as that complex mechanism of correlating the personality of external and internal factors of behavior, which determines the emergence, direction, and also ways of implementing specific forms of activity"

Motivation as a driving force of human behavior and activity, of course, occupies a leading place in the structure of the personality, permeating all its structural formations: orientation, character, emotions, abilities, mental processes, and so on. Motivation is necessary condition for the deployment of actual mental activity for solving problems, but it can be different. To study the influence of motivation on the development of general mental abilities, we must consider the main approaches to the classification of motives of mental activity available in modern psychology. Learning activity is considered as a specific type of learning, specially organized for the purpose of self-improvement and self-development of the subject, mastering systemic knowledge, practicing generalized methods of action and their application in various situations, therefore, learning motivation is defined as a particular type of motivation included in the learning activity.

Learning motivation is determined by a number of factors specific to this activity. First, it is determined by the educational system itself, by the educational institution where educational activities are carried out; secondly, the organization of the educational process; third, - the subject characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, his interaction with other students, etc.); fourthly, by the subjective characteristics of the teacher and, above all, by the system of his relations to the student, to the work; fifth, the specifics of the subject.

Learning motivation, like any other kind, is systemic. It is characterized by directionality, stability and dynamism. So, in the works of L.I. Bozovic and her collaborators, based on the study of the educational activity of schoolchildren, it was noted that it is prompted by a hierarchy of motives, in which either internal motives associated with the content of this activity and its implementation, or broad social motives associated with the child's need to take a certain position in system of social relations. At the same time, with age, there is a development of interacting needs and motives, a change in the leading dominant needs and their hierarchization.

Psychologically, the stability of educational motivation is such a dynamic characteristic that ensures the relative duration and high productivity of activity in both normal and extreme conditions... Based on the systemic representation of sustainability, researchers consider it in combination with such characteristics of learning motivation as strength, awareness, efficiency, the formation of the meaning-forming motive of activity, orientation to the process, etc.

The success of educational activity largely depends on its motivation - a system of internal and external factors that induce learning. Various components can act as such motivating factors - the needs of the student, the personal meaning he invests in learning, the example of others, the system of reinforcement and punishment, etc. Motivation can be both internally organized (connected with the psyche of the person himself - for example, with his needs or interests) and externally organized (due to external influences).

The lack of formed motivation for learning is a common problem that is acute not only for teachers, but also for the students themselves and their parents. Educational activity takes almost all the years of the most active development of the personality, starting with kindergarten and ending with training in secondary and higher professional educational institutions. Therefore, the problem of her motivation is one of the central in pedagogy and educational psychology.

Motivation can be considered, on the one hand, as a process of forming a motive (in this regard, they talk about the stages of its development: awareness of the need and setting a goal, the choice of a way to achieve it, the emergence of an immediate incentive to implement it) On the other hand, it can be viewed as a system of motives that induce the subject to a certain activity (for example, as a complex of cognitive, playful and social motives of learning).

The formation of educational activity begins with its acceptance by the student. There is a desire to fulfill it in the best possible way, called the determining tendency, which is the starting point for the formation of educational activity. The formation of this tendency leads to the activation of the cognitive need, which determines the personal meaning of future activities for the student. This is how the primary motivation for learning activities arises.

In teaching, motivation is expressed in the student's acceptance of the goals and objectives of learning as personally significant and necessary for him. Motivation can be positive or negative.

E.P. Ilyin, following G. Rosenfeld, distinguishes the following categories of motivation for learning:

1. Learning for the sake of learning, without pleasure from the activity or without interest in the subject taught.

2. Education without personal interests and benefits.

3. Training for social identification.

4. Learning for success or for fear of failure.

5. Training under duress or pressure.

6. Learning based on concepts and moral obligations or on generally accepted norms.

7. Learning to achieve a goal in everyday life.

8. Learning based on social goals, requirements and values.

The motives of teaching, as you know, they are different, since it is usually included in the composition of the most different activities that provide the actor different types products. In addition to gaining new experience, the student may be interested in gaining the respect of other people (the motive for self-affirmation), and in receiving certain awards, and, possibly, in the satisfaction provided by certain components of the learning process itself - the latter does not coincide with an interest in its end result.

In this sense, they speak of the polymotivation of teaching. However, if learning is taken as an activity, then such an expression - "polymotivation of the activity of learning" - does not sound quite correct: in accordance with the definition of "activity" given by Leontiev himself, it can have only one motive - a cognitive ... We are talking here about a single process in which several activities are realized: they "overlap", partially coinciding with each other.

Etc. Dubovitskaya notes that "the nature of the needs and motives underlying the activity determines the direction and content of the individual's activity" in teaching.

There are understandable motives and real ones. The student understands why it is necessary to study, but this still may not motivate him to engage in educational activities. Under specific conditions, understood motives become really effective.

According to the Yerkes-Dodson law, the effectiveness of educational activity is directly dependent on the strength of motivation. However, the direct link is maintained up to a certain limit. When results are achieved and the strength of motivation continues to increase, the effectiveness of the activity falls.

1.2 Types of learning motives

motivation educational high school student psychological

By itself, the knowledge that a student receives at school can only be a means for him to achieve other goals (to get a certificate, avoid punishment, earn praise, etc.). In this case, the child is motivated not by interest, curiosity, the desire to master specific skills, enthusiasm for the process of mastering knowledge, but what will be obtained as a result of learning. There are several types of motivation associated with learning outcomes:

Motivation, which can be conditionally called negative. Negative motivation is understood as a student's motivation caused by the awareness of certain inconveniences and troubles that may arise if he does not study (reproaches from parents, teachers, classmates, etc.). Such motivation does not lead to successful results;

Motivation, which is positive in nature, but also associated with motives embedded outside the educational activity itself. This motivation comes in two forms. In one case, such a positive motivation is determined by significant social aspirations for the individual (a sense of civic duty to the country, to relatives). Teaching is viewed as a road to mastering the great values \u200b\u200bof culture, and a way to fulfill their purpose in life. Such an attitude in teaching, if it is sufficiently stable and occupies an essential place in the student's personality, gives him the strength to overcome certain difficulties, to show patience and perseverance. This is the most valuable motivation. However, if in the process of learning this attitude is not supported by other motivating factors, then it will not provide the maximum effect, since it is not the activity as such that is attractive, but only what is associated with it.

A.M. Mitina points out a typical mistake of teachers, which is that they, in their teaching activities “They improperly rely on the fact that students came to study of their own free will and that is why they are sufficiently motivated and interested in the subject being studied”.

Another form of motivation is determined by narrow-minded motives: the approval of others, the path to personal well-being, etc. In addition, motivation can be identified that lies in the learning activity itself, for example, motivation related directly to the goals of learning. The motives of this category are: satisfaction of curiosity, acquisition of certain knowledge, broadening of horizons. Motivation can be embedded in the very process of educational activity (overcoming obstacles, intellectual activity, realizing one's abilities, etc.).

It is customary to distinguish between two large groups of educational motives: cognitive (associated with the content of educational activity and the process of its implementation) and social (associated with various social interactions of the student with other people).

Cognitive motives include:

1) broad cognitive motives, consisting in the orientation of schoolchildren to master new knowledge. The manifestation of these motives in the educational process: real successful completion of educational tasks; a positive reaction to the teacher's increase in the difficulty of the task; contacting the teacher for additional information, readiness to accept them; a positive attitude towards optional tasks; addressing study assignments in a free, optional setting, for example, at recess. Broad cognitive motives vary across levels. It can be interest in new entertaining facts, phenomena, or interest in the essential properties of phenomena, in the first deductive conclusions, or interest in patterns in educational material, in theoretical principles, in key ideas, etc.;

2) educational and cognitive motives, that is, specific motives aimed at mastering scientific information and educational skills. Educational and cognitive motives have a certain dynamics of formation. There are at least three levels of their development:

Broad cognitive, aimed at assimilating new knowledge;

Actually educational and cognitive, aimed at mastering the methods of obtaining knowledge;

The level of self-education aimed at improving their educational activities in general.

The most important moment in the development of motivation is the transition from one level to another. A.K. Markova characterized the relationship between the dynamics of motivation and the age of schoolchildren:

In elementary school, a broad cognitive motive is formed;

In the middle grades of the school, educational and cognitive motives begin to operate;

In the senior grades of the school, the motive of self-education is actualized.

Educational and cognitive motives act as personal neoplasms of the learning process. Curricula, methods and forms should correspond to the level of educational and cognitive motives and contribute to their transformation into stable motives for self-education and self-development.

3) the motives of self-education, consisting in the orientation of schoolchildren to self-improvement of the methods of obtaining knowledge. Their manifestations in the lesson: addressing the teacher and other adults with questions about the methods of rational organization of educational work and methods of self-education, participation in the discussion of these methods; all the real actions of schoolchildren to implement self-education (reading additional literature, visiting circles, drawing up a plan for self-education, etc.).

Social motives include:

1) broad social motives, consisting in the desire to gain knowledge on the basis of awareness of social necessity, obligation, responsibility in order to be useful to society, family, to prepare for adult life. Manifestations of these motives in the educational process: actions testifying to the student's understanding of the general importance of learning, about the readiness to sacrifice personal interests for the sake of public ones;

2) narrow social, so-called positional motives, consisting in the desire to take a certain position, a place in relations with others, to get their approval, to earn their authority. Manifestations: striving for interaction and contacts with peers, addressing a friend during the training; the intention to find out the attitude of a friend to his work; initiative and disinterestedness with the help of a friend; the number and nature of attempts to transfer new knowledge and ways of working to a friend; response to a friend's request for help; acceptance and introduction of proposals for participation in collective work; real inclusion in it, willingness to take part in mutual control, mutual review. A variety of such motives is considered to be the motivation of well-being, manifested in the desire to receive only approval from teachers, parents and comrades;

3) social motives, called motives of social cooperation, consisting in the desire to communicate and interact with other people, the desire to realize, analyze the ways, forms of their cooperation and relationships with the teacher and classmates, to improve them. Manifestation: the desire to understand the ways of teamwork and improve them, interest in discussing different ways of frontal and group work in the classroom; striving to find the most optimal options for them, interest in switching from individual work to collective work and back.

A.K. Markova describes two groups of psychological characteristics of cognitive and social motives.

The first group of motivational characteristics - they are called content - is directly related to the content of the student's educational activity. The second group of characteristics - they are conventionally called dynamic - characterizes the form, the dynamics of the expression of these motives.

1) the presence of a personal meaning of teaching for the student;

2) the presence of the effectiveness of the motive, i.e. its real impact

on the course of educational activities and all the behavior of the child;

3) the place of motive in the general structure of motivation;

4) independence of the emergence and manifestation of the motive;

5) the level of awareness of the motive;

6) the extent to which the motive is spread to different types of activities, types of educational subjects, forms of educational assignments.

Dynamic characteristics of motives:

1. Stability of motives. It also manifests itself in the fact that the student readily learns, even in spite of unfavorable external stimuli, hindrances, and in the fact that the student cannot but learn.

2. Modality of motives - their emotional coloring. Psychologists talk about negative and positive motivation for learning.

3. Other forms of manifestation of motives are also expressed in the strength of the motive, its expression, the speed of occurrence, etc. They are found in, for example, how long a student can sit at work, how many tasks he can complete, driven by a given motive, etc.

The forms of expression of the motives of learning should be in the field of vision of the teacher and are no less important than the analysis of the internal, meaningful features of the motives.

There are external and internal motivation depending on the goals. Internal motivation, characterized by a socialized personal meaning, is a real internal motivation for development. It is a necessary factor in the construction of an internally harmonious subject structure of educational activity, which optimally organizes the entire process of its implementation. With the dominance of external motives, an inadequate, inverted subject structure of educational activity is created. In this situation, the entire object structure turns over, there is a redistribution of the structural elements of the core and shell. The object of the target behavior, that is, the academic subject, is pushed into the shell, to the periphery of attention, since in this situation it becomes a condition or means of achieving a personally significant external motive. It is the object of this motive that is the subject's immediate interest, therefore it is placed in the core, although it has no direct relation to the work on the educational goal.

Extrinsic motivation is unproductive and usually short-lived. Carrying out studies on the basis of external motivation, the student often experiences internal discomfort of the inconsistency of the requirements of the activity with the deep needs and motives. The emergence of additional difficulties or a decrease in the intensity of an external factor (for example, a decrease in the threat of punishment) lead to the termination of educational activity. Intrinsic motivation is an intrapersonal interest in activity - self-motivation. It depends on factors such as the significance of the activity, curiosity, creativity, rivalry, the level of ambition, etc. External motivation is based on external factors: fear of punishment, acquisition of some kind of moral or material benefits, etc.

Intrinsic attractiveness arises when the result:	External attractiveness arises when the result:
1) ensures the independence of mental work and activity;
2) opens the way for their own development;	2) increases prestige;
3) provides self-expression;	3) ensures safety;
4) evokes a feeling of satisfaction from a correctly completed task;	4) increases the possibility of social and psychological contacts;
5) satisfies the need for self-actualization and self-realization;	5) ensures material well-being;
6) creates a sense of self-worth.	6) provides social recognition.

The degree of intrinsic motivation depends on the knowledge of the results of one's activity, i.e. on the effectiveness of feedback in the learning process. Attempts to increase motivation in some other way have generally been unsuccessful.

In school practice, motivation to study most often takes the form of interest. Deep interests can arise only on the basis of intrinsic motivation. Since the basic human need is to know the world and to establish oneself in it, a powerful source of internal motivation is laid in the educational activity that provides this knowledge. The task of the teacher is to reveal the inner potential.

Learning activity is internally contradictory. On the one hand, it has an intrinsic attractiveness, as it provides the student with a sense of self-worth and strength as a result of knowledge. On the other hand, it always carries with it the danger of failure, dependence on the teacher and a feeling of lack of freedom. Depending on which side of educational activity dominates, the student will develop an attitude towards active, creative, independent behavior, or passive, notoriously following the teacher's instructions. Psychologists have identified the basic factors influencing the subjective acceptance of one degree or another of the student's success rate.

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Depending on the combination of these factors, the student develops one or another type of orientation. The student, as a rule, has his own opinion about his own abilities, a subjective assessment of his abilities. He has an idea of \u200b\u200bhow much effort he is willing to spend on solving the problem. The difficulty of the assignment is the main external reason.

Take the following situation as an example. The student performs an educational task at the blackboard and seeks at the same time to attract the attention of one or several of his classmates at all costs. His target object - a learning task - is pushed to the periphery of attention, because in these conditions it is not he who becomes the main one for him. The main thing for him becomes the object of his personally significant motive, in this situation - the attention of a certain person, and the fulfillment of an educational task is a way to achieve this. In this situation, the object of the external motive is in the center of attention, and the control of the action with the direct target object is performed at this time from the periphery, which will certainly affect its effectiveness.

The replacement of the main object of action in the nucleus with an object of external motivation leads to the fact that the educational goal and the actually acting motive of learning are separated in the object structure, i.e. do not match, diverge. The dominance of individualized personal meaning leads to the fact that social forms control and assessment are replaced in the subject structure by purely individual ones. Together with the goal of learning, the teacher, as a subject of joint activity, as a conductor of the social personal meaning of learning, can be pushed to the periphery of the subject structure, while he ceases to be such for the student, but becomes one of the conditions of the educational process, the bearer of forms of control and management by some reality.

1.3 Psychological features motivational sphere of high school students

The age of a senior student (grades IX-X, 15-17 years old) is usually referred to as early adolescence.

The specific content of adolescence as a stage of personality development is determined primarily by social conditions. The position of young people in society, the amount of knowledge that she must master, and other factors depend on the social conditions.

All of them are in early adolescence - an extremely difficult and important age in terms of personality formation, but they all have specific characteristics depending on their place in society, on the activity they are mainly engaged in.

The most characteristic feature of high school students is the heterogeneity of their social status. On the one hand, the problems inherited from the adolescent stage continue to be of concern - the actual age specificity, the right to autonomy from elders, today's problems of relationships, grades, various activities, etc. On the other hand, they face the tasks of life self-determination. This combination of external and internal factors, or the social situation of development (L. S. Vygotsky, L. I. Bozhovich), determines the characteristics of personality development in senior school age. It is on the basis of the new social situation of development that a radical change occurs in the content and correlation of the main motivational tendencies of the senior pupil's personality, which determines the change in his other psychological characteristics. Thus, adolescence acts as a peculiar line between childhood and adulthood.

So, a senior student is, as it were, on the verge of entering an independent working life. For him, the fundamental tasks of social and personal self-determination as defining oneself and one's place in the adult world acquire special relevance. A young man and a girl should worry (do they care?) Many serious questions: how to find their place in life, choose a business in accordance with their capabilities and abilities, what is the meaning of life, how to become a real person, and much more.

In youth, the time horizon expands - the future becomes the main dimension. The main orientation of the personality is changing, which can now be designated as striving for the future, determining the future path of life, choosing a profession. Looking to the future, building life plans and perspectives is the “affective center” of a young man's life.

The beginning of this process refers to adolescence, when a teenager thinks about the future, tries to anticipate it, creates images (paints pictures) of the future, without thinking about the means of achieving it. Society, in turn, poses a very specific and vital task for the young person professional self-determinationand thus a characteristic social developmental situation is created. In the 9th grade of secondary school and again in the 11th grade, the student inevitably finds himself in a situation of choice - completing or continuing education in one of its specific forms, entering into working life, etc. The social situation of development in early adolescence is the “threshold” of independent life.

In the psychological periodizations of D. B. Elkonin and A.N. Leont'ev's leading activity in his youth is educational and professional activity. Despite the fact that in many cases the young man continues to be a schoolchild, educational activity in the senior grades must acquire a new focus and new content, oriented towards the future. We can talk about a selective attitude towards some academic subjects related to the planned professional activities and necessary for admission to a university, on attending preparatory courses, on inclusion in real labor activity in trial forms.

The psychological task of adolescence is self-determination. Its main feature is the awareness of oneself on the threshold of an independent life, the choice of a future field of activity. Already in the 9th grade, the student chooses whether to stay in school or move to a lyceum, college, master a profession in courses. The design of the future begins, and at the same time the questions "who to be?", "What to be?" - social and personal self-determination.

The readiness for self-determination does not mean psychological structures and qualities that are completed in their formation, but the determined maturity of the personality, i.e. the formation of psychological formations and mechanisms that provide the possibility of personal growth now and in the future.

Readiness for self-determination presupposes the formation in senior schoolchildren of stable, consciously developed ideas about their duties and rights in relation to society, other people, moral principles and beliefs, an understanding of duty, responsibility, the ability to analyze their own life experience, observe the phenomena of reality and assess them and so on. In other words, the psychological readiness for self-determination presupposes the formation of certain psychological formations and mechanisms in high school students that will provide them in the future with a conscious, active, creative and constructive life.

Formation on high level psychological structures: theoretical thinking, foundations of scientific and civil worldview, self-awareness and developed reflection;

The development of needs that provide a meaningful fulfillment of the personality (the need to take the inner position of an adult - a member of society, the need for communication, the need for work, moral attitudes, value orientations, time perspectives);

The formation of prerequisites for individuality as a result of the development and awareness of one's abilities and interests, a critical attitude towards them.

The experience of studying the problem of professional self-determination was summarized by N.S. Pryazhnikov. In the content-procedural model of professional self-determination developed by him, the center recognizes the value-moral aspect, the development of self-awareness (developed reflection, self-knowledge) and the need for professional competence. The following psychological factors form the basis of professional self-determination:

Awareness of the value of socially useful labor,

General orientation in the socio-economic situation in the country,

Awareness of the need for general and professional training for full self-determination and self-realization,

General orientation in the world of professional work,

Allocation of a distant professional goal (dream),

Coordination of dreams with other important life goals (family, personal, leisure),

Knowledge of selectable targets,

Knowledge of internal obstacles that complicate the achievement of the chosen goal, etc.

In Western psychology, the process of self-determination is referred to as the process of identity formation. E. Erickson considered the search for personal identity as the central task of the period of growing up, although the redefinition of identity can also occur in other periods of life. Identity as the consciousness of the subject's identity to himself, the continuity of his own personality in time requires answering the questions: “What am I? What would I like to be? Who do they take me for? " During the period of growing up, against the background of drastic physical and mental transformations and new social expectations, it is necessary to achieve a new quality of identity, i.e. to combine various properties associated with family, gender, professional roles, into a consistent integrity (what kind of daughter and granddaughter I am, an athlete and a student, a future doctor and a future wife), contradicting her to discard, reconcile the internal assessment of oneself and the assessment given by others. Erickson believed that the identity crisis includes a number of confrontations:

Time perspective or vague sense of time;

Self-confidence or shyness;

Experimenting with different roles or committing to one role;

Discipleship or paralysis labor activity;

Sexual polarization or bisexual orientation;

Leader / follower relationship or uncertainty of authority;

Ideological conviction or confusion in the value system.

The more successfully the individual overcomes this first identity crisis, the easier it will be for him to cope with similar experiences in the future.

In the psychological readiness for self-determination, of course, the leading role is played by self-awareness - awareness of one's qualities and their assessment, the idea of \u200b\u200btheir real and desired I. The level of claims of high school students in different areas of life and activity, assessment of oneself and others in terms of belonging to a particular gender, introspection and personal reflection; on all these issues, specific experimental data are presented and their meaningful analysis is carried out. LI Bozhovich considered “awareness of her place in the future, her life prospects” to be the central moment of mental and personal development at this age. We fully subscribe to this and show, on the basis of the data obtained, a detailed characteristic of the ideas of modern high school students about their future life. The most important psychological condition for the emergence and development of life prospects, life self-determination of students is their value orientations. Great changes in one's own body and appearance associated with puberty, a certain uncertainty of the situation (no longer a child, but not yet an adult); the complication of life activities and the expansion of the circle of persons with whom the senior schoolchild must co-ordinate his behavior - all this sharply activates value-oriented activity in adolescence.

A young man, having not yet made a final choice, as it were, tries on various roles, occupations, gets acquainted with reality, acquires knowledge and skills "in reserve".

Relationships with parents are changing. On the one hand, the desire to separate, to independently solve their problems, to leave care is still relevant. On the other hand, there is a growing desire for identification with adults. Many repeat the professions of parents and close relatives, consult with them, use their literature, adopt everyday skills, ask to teach them how to cook their favorite dishes, craft, wash, etc. Adults begin to be perceived in general, in such social positions as Teacher, Master, Consultant, Expert with their rules, principles, methods of organizing activities. From direct imitation in adolescence, they pass to the conscious construction of their future life, using generalized standards.

The development of cognitive processes is associated with a new attitude towards school and more rational ways of educational activity. If adolescents consider many school subjects to be unnecessary, especially necessary subjects appear in high school. For these, they look for additional manuals, start dictionaries or notebooks, assimilate information for themselves, not for marking. Accordingly, the attitude towards the teacher changes, they value erudition, awareness.

It is characteristic that in educational work, high school students switch to written forms of assimilation of knowledge: they make extracts, build graphs, tables, make notes, abstracts. Such activity allows assimilating large amounts of information.

Compared to adolescents, the interest in school and learning among high school students increases markedly, since learning acquires a direct life meaning associated with the future. There is also a pronounced interest in various sources of information (books, films, television). The need for independent acquisition of knowledge is growing, cognitive interests acquire a broad, stable and effective character, and a conscious attitude towards work and learning is growing. Individual focus and selectivity of interests is associated with life plans. During these years, the memory of schoolchildren also improved. This applies not only to the fact that the amount of memory in general increases, but also to the fact that the methods of memorization are changing significantly. Along with involuntary memorization, older schoolchildren have a widespread use of rational methods of voluntary memorization of material. Older students acquire metacognitive skills (such as ongoing self-control and self-regulation), which, in turn, affect the effectiveness of their cognitive strategies. The mastery of complex intellectual operations of analysis and synthesis, theoretical generalization and abstraction, argumentation and proof is improved. Establishment of cause-and-effect relationships, systematicity, stability and criticality of thinking, independent creative activity become characteristic of young men and women. There is a tendency towards a generalized understanding of the world, towards a holistic and absolute assessment of certain phenomena of reality.

The formation of a worldview, the desire to reduce the diversity of acquired knowledge into a more or less harmonious system of views on the world as something integral and natural, a tendency towards generalizations is manifested. Sometimes this is expressed in attempts to create their own system of world order, sometimes in participation in various kinds of movements, both socially valuable (the movement of the "green" for the ecological purity of the planet) and socially dangerous (the struggle for the "purity" of the nation).

Attention to certain objects, memory for certain material, the ability to generalize certain facts, etc. develop. A barrier to the assimilation of "unnecessary" knowledge appears. This tendency will intensify as you master the profession, but it appears in educational and professional activities.

The main personality trait of high school students is the emergence of life plans and their readiness for the social construction of their own lives. Ideally, life plans become the subject of reflection, during which not only goals are clarified, but also ways to achieve them. In fact, thinking about ways is often superficial, poorly focused on specific actions today, which can lead to the collapse of youthful plans in the future. Young people's aspirations for material well-being and the speed of success in their careers are often overestimated; professional plans are more realistic. But young people do not always understand that a wealth of goals is only a prerequisite for the development of practical actions in the present. There is a need for systematic work of the school and family to explain the conditions and ways of implementing youth plans.

The most valuable component of youthful self-awareness is self-respect. We must learn to accept ourselves as worthy in order to be responsible for our choices and decisions, to get rid of adolescent conformity.

Here more than ever, one can see the pattern noted by L. S. Vygotsky: learning drives development based on the translation of social experience. The student is taught to concentrate on the task, to perceive objects in detail, to memorize in a logical sequence, to choose the main thing, to understand the reasons, to present events according to the given conditions, to competently express their observations, thoughts and feelings in speech, to consciously plan activities. They assimilate a system of scientific and socio-moral concepts, and learning becomes a way of intellectual activity. All this takes place under the supervision of a teacher according to socially established assessment criteria.

The student is constantly required to self-report what he did and why he should do it. Self-report is an invariable component of educational activity at all stages. As a result, reflection is formed as personal quality, self-awareness develops, goals and actions appear to improve their own personality, their knowledge and abilities.

CHAPTER 2. FORMATION OF MOTIVATION OF LEARNING ACTIVITY

2.1 Psychological features of the formation of motivation for learning

A number of Russian and foreign psychologists and teachers attach great importance to the study and formation of internal motivation. Among foreign psychologists, J. Bruner paid great attention to this issue. He spoke of such motives as curiosity, the desire for competence (the desire to accumulate experience, skill, skills, knowledge), which the scientist associated with interest.

A strong inner motive is cognitive interest. G.I. Shchukina believes that cognitive interest occupies one of the central places among other motives for learning and as a motive for learning is disinterested. Other researchers (V.V.Davydov, D. B. Elkonin, A. K. Markova) believe that the nature of educational activity is of considerable importance for the formation of theoretical cognitive interest. Educational activity, according to V.V. Davydov, must meet the following requirements:

a) theoretical concepts should be the object of assimilation;

b) the process of assimilation should proceed in such a way that the conditions for the origin of concepts are revealed to children;

c) the result of assimilation should be the formation of a specific educational activity, which has its own special structure with such components as an educational situation, a task, educational actions, control and assessment actions. Compliance with all these conditions will contribute to the formation of internal motivation, cognitive interests.

Special studies devoted to the problem of the formation of cognitive interest show that interest is characterized by at least three mandatory points:

Positive emotions in relation to the activity;

The presence of the cognitive side of these emotions;

The presence of a direct motive coming from the activity itself.

In the formation of motives for learning, a significant role is played by verbal reinforcements, assessments that characterize the student's learning activity.

B.G. Ananiev examines the assessment of knowledge during the survey. He calls this assessment partial. Ananyev believes that she informs the student about the state of his knowledge, about success or failure in a given situation, and expresses the teacher's opinion about him. Each of these aspects of assessment in the lesson in one form or another is an incentive to action or to knowledge and in this sense has a kind of stimulating power. The scientist groups all assessments into three groups: initial, negative, and positive. He refers to the initial ones as lack of assessment (non-assessment of one while assessing others), indirect (assessment of one student through the assessment of another) and uncertain assessment. Negative assessments include remarks, denials, censure, positive ones - agreement, approval, encouragement. Each of its types affects in a certain way the teaching and, in general, the personality of the student. Thus, the lack of assessment disorients him, makes him build his own self-assessment not on the basis of an objective assessment, but on the basis of a subjective interpretation of the teacher's attitude towards him. Indirect assessment also has a negative effect. When applied systematically, negative attitudes towards classmates or alienation from the class can arise.

Research on this issue suggests that evaluation, reward, censure, i.e. various kinds of verbal reinforcements are influences that motivate learning activities. All researchers come to the conclusion that these effects should be used very carefully, subtly, taking into account age and individual characteristics.

2.2 Ways of forming learning motivation

There are several ways to form educational motivation, we will consider frontal and individual work with students.

Frontal work. In psychology, it is known that the development of motives for learning goes in two ways: 1) through the assimilation of the social meaning of learning by students; 2) through the very activity of the student's teaching, which should interest him in something.

On the first path, the main task of the teacher is, on the one hand, to bring to the consciousness of the child those motives that are socially insignificant, but have a sufficiently high level of effectiveness. An example is the desire to get good grades. Students need to be helped to understand the objective relationship of assessment with the level of knowledge and skills. And thus gradually approach the motivation associated with the desire to have a high level of knowledge and skills. This, in turn, should be recognized by children as a necessary condition for their successful, useful activity to society.

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A senior pupil as a subject of educational activity is specific in that he has already made a certain choice to continue learning. His social development situation is characterized not only by new team, arising during the transition to senior classes or a secondary specialized educational institution, but also mainly focus on the future: the choice of a profession, further lifestyle. Accordingly, in the senior grades, the most important for the student is the activity in the search for value orientations, associated with the desire for autonomy, the right to be oneself, a person that differs from others, even the closest ones.

A high school student deliberately thinks about the choice of a profession and, as a rule, seeks to make a decision about it himself. This vital circumstance to the greatest extent determines the nature of his educational activity: it becomes educational and professional. This is manifested in the choice of an educational institution, classes with in-depth training in the necessary subjects, preference and ignorance of academic subjects of a particular cycle. The latter is no longer determined by what the subject is “like” or not “like”, as in adolescence, but by the fact that it is “needed” or “not needed”. First of all, high school students pay attention to those subjects, exams for which they will have to pass when entering the chosen university. Their educational motivation changes, since the educational activity at school itself is no longer important in itself, but as a means of realizing life plans for the future.

The main internal motive of educational activity for the majority of high school students becomes result orientation - obtaining specific necessary knowledge; the orientation of teaching towards mastering knowledge in general, regardless of its necessity, characterizes very few at this age. Accordingly, the attitude towards academic achievement is changing again: it also acts as such a means. For a high school student, the mark obtained in the "necessary" subject is an indicator of the level of knowledge he has and can play a role in further admission to the university, so senior students again begin to pay special attention to the marks received.

The main subjects of the educational activities of high school students are the organization and systematization of their individual experience by expanding, supplementing, introducing new information, as well as developing independence and a creative approach to solving learning objectives... In general, we can say that a high school student does not study for the sake of learning itself, but for something more significant, only expected in the future.

The authority of a teacher for a high school student acquires somewhat different properties than for a teenager: a high school student may think that he is already an adult, has "outgrown" the school and its requirements, the authority of the school may drop to a minimum. But this does not determine for him the level of authority of each subject teacher as a specialist and personality. Any teacher can turn out to be an authoritative person for a high school student, whose opinion is valuable to him.

On the basis of a high school student's aspiration for independence, a complete structure of self-awareness is formed, personal reflection develops, life prospects are realized, and the level of aspirations is formed. The correct organization of educational and professional activities largely determines the formation of a school graduate as a subject of future labor activity.

A senior pupil (the period of early adolescence from 14-15 to 17 years old) enters a new social situation of development immediately upon transferring from secondary school to senior classes or to new educational institutions - gymnasiums, colleges, schools. This situation is characterized not only by new teams, but, most importantly, by the focus on the future: on the choice of lifestyle, profession, and reference groups of people. The need for choice is dictated by herself life situation, initiated by the parents and directed by the educational institution. Accordingly, during this period / the value-orientational activity acquires the main significance. It is associated with the desire for autonomy, the right to be oneself. As I.S. Kohn, “modern psychology raises the question of the autonomy of grown children specifically, differentiating between behavioral autonomy (the need and right of a young man to independently decide questions concerning him personally), emotional autonomy (the need and right to have his own attachments, chosen independently of parents), moral and value autonomy ( the need and the right to one's own views and the actual presence of those. "Friendship and trusting relationships are of great importance at this age. Friendship is one of the most important forms of relationships for boys and girls, often supplemented and sometimes replaced by the whole variety of love relationships." Informal relationships among high school students are gaining more and more value ", notes M.Yu. Kondratyev, they" play the role of a kind of testing "testing ground" where young men and women are practiced, tested, tested for loyalty, strategies and tactics of future "adult" life.

During this period, high school students begin to make life plans and consciously think about choosing a profession. This choice is dictated not only by the orientation towards the vital requirement of vocation, towards the sphere of activity in which a person can be most useful to others, as a doctor, teacher, researcher, but also by the conjuncture, benefit, and practical value of this profession in a specific situation of social development of the country. Only very purposeful and truly enthusiastic people 15-17 years old remain faithful to their vocation on the path of further professional development, personal self-determination, which is most closely related to the type of educational institution.

The need for self-determination that arises at the turn of adolescence and adolescence (LI Bozhovich) not only affects the nature of the educational activity of a high school student, but sometimes determines it. This applies primarily to the choice of an educational institution, classes with advanced training, ignoring the subjects of a particular cycle: humanitarian or natural science. "I am not interested in mathematics, I will not do mathematics, physics, never, I love history, and this is what I need to continue my studies," senior students often say. On the one hand, this is an expression of the orientation of the personality, projection of oneself into the future, professional orientation, but, on the other hand, it is a failure to meet the requirements of the general educational program of an educational institution, the basis of discontent and claims on the part of teachers, parents, and the ground for conflicts. "On the whole, this attitude is more" adult ", but quite often at the same time rather primitive practicality and technicalism are manifested, in particular, an underestimation of the humanitarian disciplines, since they" will not be needed in the future. "

The certainty of the choice of profession and its stability are considered by M.R. Ginzburg as two parameters of the “certainty of the future”, which in turn is one of the main indicators characterizing the semantic future of a high school student. The second indicator - “valence” - unites the value-richness of emotional attractiveness and activity of the semantic future.

A senior pupil as a subject of educational activity due to the specifics of the social developmental situation in which he finds himself is characterized by a qualitatively new content of this activity. First, along with the internal cognitive motives for mastering knowledge in subjects with personal semantic value, broad social and narrow-minded external motives appear, among which the motives of achievement occupy a large place. Educational motivation changes qualitatively in structure, because for a high school student, educational activity itself is a means of realizing future life plans. Learning as an activity aimed at mastering knowledge characterizes few, the main internal motive for most students is result orientation.

The main subject of the educational activity of a senior pupil, i.e. what it aims at is structural organization, integration, systematization of individual experience through its expansion, addition, introduction of new information. The development of independence, a creative approach to decisions, the ability to make such decisions, analyze existing ones and critically and constructively comprehend them also constitutes the content of the educational activity of a high school student.

A high school student develops a special form of educational activity. It includes elements of analysis, research in the general context of some already realized or perceived as the need for a professional orientation, personal self-determination. The most important psychological neoplasm of this age - the ability of a schoolchild to draw up life plans, to look for means of their implementation determines the specifics of the content of the educational activity of a senior pupil (D.I.Feldstein). She herself becomes a means of realizing these plans, more and more clearly "moving away" from the position of leading activity. It is essential that if for a teenager the authority of a teacher and parents is, as it were, balanced, supplemented by the authority of peers, then for a high school student the authority of an individual subject teacher is differentiated from the authority of the school. The authority of the parents who participate in the personal self-determination of the senior pupil is growing.

The student's readiness for professional and personal self-determination includes a system of value orientations, clearly expressed vocational guidance and professional interests, developed forms of theoretical thinking, mastering the methods of scientific knowledge, the ability to self-education. This is the final stage of maturation and formation of the personality, when the value-orientational activity of the student is most fully revealed. At this age, on the basis of the student's aspiration for autonomy, a complete structure of self-awareness is formed, personal reflection develops, life plans and prospects are realized, and the level of aspiration is formed. As evidenced by the data of a massive sociological survey by B.C. Sobkina, senior schoolchildren (Muscovites at the end of the 20th century) are included in the public life of the country, they "model the entire space of the root issues of political discussion and, in fact, the entire space of the positions presented." At the same time, the author emphasizes the conditionality of the political and value orientations of senior schoolchildren by their social and stratum position in society, the economic and educational status of their families.

The senior student is involved in a new type of leading activity - educational and professional, the correct organization of which largely determines his formation as a subject of subsequent labor activity, his attitude to work. This, as it were, subordinates educational activity to a more important goal - future professional or professionally oriented activity. The self-worth of educational activity is subject to more distant goals of professional self-determination. A person learns not only for the sake of learning itself, but for something more meaningful for him in the future, which is manifested to the greatest extent at student age.

Motivation, according to many psychologists, is the core of personality psychology, determines the characteristics of both behavior and personality activity. There are various interpretations of motivation:

motivation for activities related to meeting the needs of the subject;

subject-oriented activity of a certain force;

stimulating and determining the choice of the orientation of the activity towards the object for which it is carried out;

a conscious reason underlying the choice of action and actions of the individual.

The success of any activity depends more on motivation. Exploring the structure of motivation, B.I. Dodonov identified 4 structural components:

pleasure from the activity itself,

the significance for the individual of its immediate result,

the "motivating" power of reward for activities,

coercive pressure on the person.

In general psychology, the types of motives of behavior are distinguished on the following grounds:

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

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

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

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

a specific activity, such as learning motivation.

Motivation is determined by:

the educational system itself, the educational institution where educational activities are carried out;

organization of the educational process;

the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, interaction with other students, etc.);

the subjective characteristics of the teacher and, above all, the system of his relations to the student, to the matter;

the specifics of the subject.

Psychologists distinguish 4 types of intrinsic motivation for cognitive activity:

by result (final indicator of learning),

by process (creative participation in activities),

for assessment (striving to get a good grade),

motivation (getting rid of possible troubles).

The development of cognitive motivation is considered by such scientists as B.P. Esipov, M.A. Danilov, M.N. Skatkin, I. Ya. Lerner, M.I. Makhmutov, T.I. Shamov, V.I. Andreev, L.A. Kazantsev, A.I. Savenkov. Cognitive activity reaches a high level provided that schoolchildren are aware of themselves as subjects of activity and perform actions aimed at resolving problem situations in the field of self-determination. All this necessitates the realization of the social expectations of senior schoolchildren, as it allows "to go beyond the scope of student affairs into some new sphere, which makes it possible to express oneself, to assert itself" in the team and in the eyes of adults.

Motivation as a structural formation is considered by V.I. Kovalev, L.I. Antsyferova as a multidimensional mental formation built by a person on the basis of reflexive processes. She connects motivation with the level of personality development. At the first level, a person is not sufficiently aware of his own motives. On the second, the personality acts as a subject, consciously correlating the goals and motives of actions. At the third level, the person becomes the subject of his life path.

Consideration of motivation as a process can be found in the works of D.N. Uznadze, S. L Rubinshtein. According to S.L. Rubinstein, motivation is a subjective determination of human behavior by the world, mediated by the process of its reflection, the ratio of internal and external conditions.

The motivational aspect of a student's behavior towards self-determination is manifested in his attitude to the world, society, a person, himself, types of activities, mechanisms of personality self-development.

These directions are integrated and manifested when solving the problem of professional self-determination. Advice from parents and teachers does not always turn out to be socially objective, adequate to the situation and meaningful for the child. The system of pre-university training contributes to the formation of optimal self-esteem of students, improvement of self-education skills and ensures their inclusion in the process of adaptation to future professional activities.

The instrumental aspect of personality manifestation has significant potential for the development of the ability to self-determination. The involvement of schoolchildren in various types of cognitive activities (educational, communicative, play) contributes to the successful mastery of specific operations and actions.

Motives are formed on the basis of needs and are their concretization. Motivation is considered either as a generic concept in relation to different classes of stimuli of activity, or as a process. We define motivation as a process where the initial stage is testing for the orientation of the personality and building one's own perspective.

The study of the motives for inclusion in professional self-determination made it possible to establish that high school students associate their participation in it with:

the social significance of the profession and the decision to choose an early profession,

the desire to establish themselves, to test themselves in a new field of additional education,

development of cognitive interests and thinking necessary for future professional activity,

achieve success, be successful and avoid failure.

The majority of high school students in the process of implementing educational programs as the main positive moments name, firstly, the opportunity to acquire new knowledge in subjects, and secondly, the acquisition of experience that can be useful during their studies at the university and in their future professional activities.

The inclusion of high school students in the situation of choosing a profession during this period, as D.I. Feldstein, is associated with such a motive as "the formation during this period of the most complex, higher goal-setting mechanism, which is expressed in a certain" plan ", a plan of life associated with the ability to carry out self-projection into the future not only as setting specific goals, but also as self-projection" ...

Over the course of 2-3 years, mastering this or that pre-university education program, the child establishes a connection between the activity and the motive for achievement: he sets personal standards and assesses the subjective probability of success, the subjective difficulty of any task; he is attracted by self-esteem and attracted by personal success or failure in this activity; he gives an individual preference for success or failure for himself or for circumstances.

The readiness of children to participate in projects and programs of pre-university education, competitions, olympiads, conferences can be called "the functional state of the personality, the result of mental processes preceding specific activities" .

An important role in the motivation of high school students is played by the behavior style of a higher school teacher. He needs to determine the dominant motives of the adolescent, prompting him to action, as well as the direction of the personality. The combination of the motive and the way of its implementation is an important point, which develops into relationships and various forms (interpersonal relationships, social dialogue, business and management communication), where a stimulating environment is created that contributes to the development of the student's mental activity. As a result, many children complete the course of study with "good" and "excellent", adding this additional bonuses, taken into account upon admission.

The behavior of an adult, especially a parent, is not always correct in relation to his own child, since the independence of the individual in choosing and building an educational trajectory in accordance with his capabilities and abilities, the needs of the labor market is often not taken into account. In accordance with this, it would be appropriate to quote the statement of A. Neill, who wrote that "a child whose life is not constantly controlled by adults will sooner or later achieve success in life."

A senior pupil as a subject of educational activity due to the specifics of the social developmental situation in which he finds himself is characterized by a qualitatively new content of this activity. First, along with the internal cognitive motives for mastering knowledge in subjects with personal semantic value, there are broad social and narrow-minded external motives, among which the achievement motive occupies a large place. Educational motivation changes qualitatively in structure, because for a high school student, educational activity itself is a means of realizing future life plans. Learning as an activity aimed at mastering knowledge characterizes few, the main internal motive for most students is result orientation.

The main subject of the educational activity of a senior pupil, i.e. what it is aimed at is the structural organization, integration, systematization of individual experience by expanding, supplementing, introducing new information. The development of independence, a creative approach to decisions, the ability to make such decisions, analyze existing ones and critically and constructively comprehend them also constitutes the content of the educational activity of a high school student.

The most important psychological neoplasm of this age - the ability of a schoolchild to draw up life plans, to look for means of their implementation determines the specifics of the content of the educational activity of a senior pupil. She herself becomes a means of realizing these plans, more and more clearly "moving away" from the position of leading activity. It is essential that if for a teenager the authority of a teacher and parents is, as it were, balanced, supplemented by the authority of peers, then for a senior pupil the authority of an individual subject teacher is differentiated from the authority of the school.

The authority of the parents who participate in the personal self-determination of the senior pupil is growing. The student's readiness for professional and personal self-determination includes a system of value orientations, clearly expressed professional orientation and professional interests, developed forms of theoretical thinking, mastering the methods of scientific knowledge, and the ability to self-educate. This is the final stage of maturation and formation of the personality, when the value-orientational activity of the student is most fully revealed. At this age, on the basis of the student's aspiration for autonomy, a complete structure of self-awareness is formed, personal reflection develops, life plans and prospects are realized, and the level of aspiration is formed.

The problem of motivation for learning appears when a person realizes the need for purposeful training of the younger generation and begins such training as a specially organized activity. This problem is one of the most important in modern psychology and teaching pedagogy.

Exploring the attitude of schoolchildren to learning, L.I. Bozovic established that one of the most important points, revealing the mental essence of this relationship, is the set of motives that determines the educational activity of schoolchildren. She concluded that the problem of the formation of personality stability is, first of all, the problem of the formation of motives of behavior that are social in their origin and moral in content.

The work of Bozovic and her collaborators was of great importance for the development of the problem of motivating learning. At the same time, promising for the further development of this area of \u200b\u200bpsychology is its position on the relationship of motives with the orientation of the individual and with her attitude to the surrounding reality, as well as on the structure of motivation.

Motivation, thus, can be defined as a set of psychological causes that explain human behavior, its beginning, direction and activity. Motivation explains the purposefulness of action, organization and stability of activities aimed at achieving a specific goal.

Exploring the motivation of learning, psychologists and teachers must establish the motives and goals of learning, the emotions that the student experiences in the learning process, the ability to learn. The motive manifests itself in a situation of choice, therefore, it is best to study the motives of learning through the preference by students of some school subjects over others, the choice of more or less complex, reproductive or problematic learning tasks.

Motivation for learning is also manifested in the goals that the student pursues in learning activities. Goals are the expected final and intermediate results of those actions of the student that lead to the realization of motives. The following levels of goals are distinguished: cognitive, educational and cognitive, social and self-education goals. The goals of educational activity are most clearly manifested in bringing the work to the end (or postponing it), in returning to the execution of interrupted educational actions, in overcoming difficulties, in the presence or absence of distraction from educational activity, in the completeness or incompleteness of educational actions. Goals can be stable and unstable, flexible and rigid, stereotyped and non-standard, new or old. In educational psychology I. Loginov, S. Sarychev, A. Silakov write that "the lower the level of goal-setting, the less stable the goal, the faster it is destroyed."

There are two main types of motives for educational activities: cognitive, aimed at the content of the subject and social motives, aimed at another person during the educational process. Obviously, these two teaching motives are not equal. They can be at different levels.

For the cognitive motives of learning, the following levels of motives are distinguished:

broad cognitive motives - an orientation towards mastering new knowledge, facts, phenomena, patterns;

educational and cognitive motives - orientation towards mastering the methods of acquiring knowledge, methods of independent acquiring knowledge;

motives of self-education - orientation towards the acquisition of additional knowledge, towards self-improvement of the individual.

For social motives of learning, the following levels are distinguished:

broad social motives - motives of duty and responsibility, understanding the social significance of teaching;

narrow social motives (positional) - the desire to take a certain position in relation to others (for example, to earn their approval);

motives of social cooperation - orientation towards relationships and ways of interacting with other people.

In the development of educational motivation of the modern schoolchild, the formation of motivation for learning is of great importance. The formation of motivation in general is facilitated by:

inclusion of students in joint learning activities in the classroom;

building a teacher-student relationship not as an invasion, but on the basis of advice;

entertaining, unusual presentation of educational material;

the use of cognitive games, discussions and disputes;

analysis of life situations;

development of student independence and self-control.

Thus, the cognitive and social motives of learning should be guided by the student's readiness to be involved in learning activities. In the lesson, educational activities should have a complete psychological structure, that is, include awareness and goal setting, performance of actions, techniques and operations, self-control and self-esteem.

There are various conditions for the development of educational motivation of a high school student:

Providing freedom of choice. The student, as well as his parents (since the nature of the attitude of parents to schooling directly affects the motivation of their child) should be able to choose a school, teacher, curriculum, types of activities, forms of control. Freedom of choice gives a situation where the student experiences a sense of self-determination, a sense of the master. And by choosing an action, a person experiences a much greater responsibility for its results.

Maximum possible removal of external control. Minimizing the use of rewards and penalties for learning outcomes. Since this weakens intrinsic motivation.

These two conditions stimulate intrinsic motivation only when there is an interesting task with high motivational potential. External rewards and punishments are needed not for control, but for information of the student about the success of his activities, about the level of his competence. Here they serve as the basis for judging whether or not the desired result has been achieved (which is very important for maintaining internal control over the activity), and are not the driving forces of this activity. There should be no punishment for failure, failure in itself is a punishment.

Learning objectives should be based on the needs, interests and aspirations of the student. Learning outcomes must meet the child's needs and be meaningful to him. As a child grows up, such an important need is formed as the need to structure the future. The severity and awareness of this ability is one of the indicators of social personality maturity. It is necessary to control the emergence of this need, and as the personality matures, a more and more distant life perspective should be determined. At the same time, she should get the idea that studying and its results are an important step on the path of life. Thus, again, at a higher level, internal motivation is formed. Learning as a means of achieving distant goals does not need external control. The path to achieving life goals should be broken down into smaller sub-goals with specific visible results. Then the transition to advanced planning will be more painless.

The lesson should be organized so that the student was interested in the learning process itself and joyful in communicating with the teacher, classmates. There should be an atmosphere of cooperation, trust and mutual respect in the classroom. Interest and joy should be the main experiences of the child in school and in the classroom.

It is important for the psychologically competent organization of motivation to study the orientation of the teacher when teaching to individual standards of student achievement. The teacher encourages and reinforces the student's achievements, comparing them not with the results of other students, but with his own, built on his past successes and failures, individual standards. The result of such a learning strategy is an increase in the attractiveness of success, self-confidence and, as a result, optimal motivation and successful learning.

An important condition for the development of educational motivation of a modern student is the personality of the teacher and the nature of his relationship to the student. The teacher himself must be a model of internally motivated achievement activity. That is, it should be a person with a pronounced domination of love for pedagogical activity and interest in its implementation, high professionalism and self-confidence, high self-esteem.

As you know, motives can be cognitive (internal) and social (external). If the motivation is external, this does not mean that it is bad, it has its own advantages and disadvantages. Let's talk first about the external motivation of the teaching of schoolchildren. If we consider external motivation from the point of view of ontogeny of the affective-emotional sphere, it will become clear: for each age period, some specific motivation is most effective. If we consider the model of the development of the affective-emotional sphere in the form of a four-level structure proposed by K.S. Lebedinskaya and O.S. Nikolskaya (affective plasticity, affective stereotypes, affective expansion, emotional control), it can be seen that in each age range one should rely on that level of affective regulation (and, accordingly, the type of external motivators), which is a priority for this age, solving problems adaptation of the child in this particular age range. It means that each level of affective regulation differs in different levels of adaptation, self-regulation of children, the quality of their contacts with the outside world, and so on. At the 1st level - the level of affective plasticity, motivation is created, first of all, due to the comfort of the classroom environment, that is, a pleasant environment for the child, the desire to come here again and again. In fact, this is the creation of an educational space. This includes lighting, and the interior of walls and windows, etc. But not only external conditions should be comfortable. This also applies directly to gaming and didactic materials : "Pleasantness" of stationery (when it comes to drawing, writing, applique), softness (and in some cases, in accordance with the tasks of work, - and rigidity, hardness) toys. Particular attention should be paid to the color of play and didactic materials. The atmosphere of the classes (but not its organization) also belongs to the same "level" of motivation. This is the softness of the psychologist's movements, his voice, intonation and melody. Here it is necessary to speak (and this can be one of the main motivators of the work) about a kind of “energeticism” of the psychologist conducting the lesson. Much depends on the mood of a specialist, on his ability to "courage" in the good sense of the word. The psychologist should be able to enter into emotional contact with children, starting from the very first moments of the lesson. However, this type of motivation, based on the mechanisms of toning the first level of affective regulation, is important when working with children of any age. Already in the very construction of the lesson, you can use the mechanisms of emotional toning, specific for the 2nd level - the level of affective stereotypes. This is the ritualization of the lesson, its constantly existing components, the child's knowledge of what will happen in the lesson. In this case, we are talking about the stereotypical construction of the drawing of the lesson, its certain, rigidly set components (rituals of greeting and farewell, assessment of the past lesson, etc.). This also includes the repetition of individual exercises and tasks. In many cases, the most memorable and pleasant tasks for children - favorite games and exercises - can act as a reward. Thus, children repeat the material and enjoy it. The main motivator, based on the mechanisms of the 3rd level of affective regulation - the level of affective expansion, should be considered the inclusion of competitive motivation, sometimes growing into excitement - from novelty, from the feeling of one's own capabilities to do something new, difficult. For some children, these same motivators should include the creation of cognitive motivation - as overcoming one's own boundaries. In addition, the motivation "novelty" is used here already at a higher level. An example is the following thesis implemented by a psychologist: "After you have done this exercise, we will play a very interesting game." Naturally, competitive motivation can also be realized at the same time: “Well, let's see who will do the new task better?” Moreover, competitive motivators can be of two types - competition with oneself (according to the principle: "Today you did better than yesterday, and tomorrow you will do even better") and direct competition between children in a group. Thus, the social, interpersonal component of activity begins to turn on, which already characterizes the reliance on the mechanisms of the 4th level - emotional control. It should be noted that the mechanisms of this level are switched on practically from the very birth of the child. But if at an early age they only imply the need for emotional approval (a kind of the same control) on the part of an adult, then after 4.5-5 years, self assessment from peers, and then socially approved behavior (like: "Supposed to learn", "to be like an adult"). That is, reflection of the second and third order is connected - the assessment of oneself through the attitude of peers, reference adults, social norms. Levels of affective regulation come into play in the development process gradually (at least not simultaneously), in different age periods: Now let's talk about intrinsic motivation. Only a very small number of students are focused on acquiring knowledge - it is they who are called motivated in the teaching environment. They are willing and generally able to study well.

Psychologists distinguish three levels of development of the cognitive motivation of schoolchildren (A.K. Markova):

· Broad cognitive motive, that is, focus on the assimilation of new knowledge;

· Educational and cognitive motive, prompting to master the methods of obtaining knowledge;

· Motive for self-education.

Ideally, the picture can be presented like this. The younger student is characterized by broad cognitive motives. In secondary school, children are more focused on the way they acquire knowledge. In the senior grades, mature cognitive motives - motives of self-education - should appear. And what about the reality? At the junior school age, there is still no cognitive motivation, at the senior school age it is no longer (although there are happy exceptions among senior school students). Therefore, usually cognitive motives are observed only in students of 5th-8th grades. Motivated 5-6 graders study well, accurately perform all the teacher's tasks. They always know what topic is being studied and when the test is expected. They have favorite subjects, which is usually determined by their attitude towards the teacher. The cognitive motive is very broad: they are equally interested in why it cannot be divided by zero, and why in Russian and english language different number of letters. By the end of the 6th grade, the picture changes. First, there is a tendency to define the range of interests, although initially very vague. Children are not yet able to specifically identify the most attractive subject area for them, but they can already say for sure what they are not interested in. Secondly, motivated children sometimes strive for knowledge itself, and not for evaluation for the demonstrated results. They can possess a large amount of information on a particular subject and at the same time have satisfactory grades. When going to high school, teenagers are forced to professionally define themselves. Motivated high school students often find themselves in a better position than undecided classmates who have no expressed interest. The most productive from the point of view of the development of internal motivation of schoolchildren is learning, in which the following conditions are met: First, the child is given basic (invariant) knowledge. For example, when teaching the basics of mathematics, the concepts of measure and unit are introduced, which the student will rely on for any measurement. The unit is always conditional: a spoon, a glass, a can of rice, and the measurement result will depend on what is taken as a unit. To the question "How much?" the child will ask: "How many of what - spoons or glasses?" With this kind of training, children have no difficulty in going from units to tens, hundreds, etc. They understand that one dozen and one hundred are different things, that a hundred is an independent unit, but consists of 10 tens and 100 units. Second, the student is introduced to generalized ways of working with basic knowledge. As for mathematics, here the student learns the basic principles of approach to any problem: to determine what type of problem the problem belongs to, to separate the known from the unknown, etc. Thirdly, the assimilation of knowledge occurs in the process of their practical application. If all conditions are met, then learning becomes creative. A student with basic subject knowledge feels that he is able to cope with specific learning tasks. As a rule, success inspires a child, and he has a need for new knowledge. The development of internal motivation for learning occurs as a shift of motive to the goal of learning. Each step of this process is characterized by the imposition of one motive closer to the goal of teaching on another, more distant from it. Therefore, in the motivational development of students, the zone of proximal development should be taken into account. In order for students to truly get involved in the work, it is necessary that the tasks that are posed to them in the course of learning activities are not only understood, but also internally accepted by them, that is, so that they become meaningful for students. Thus, the motives of the teaching of schoolchildren can be divided into external and internal. For different levels of development of the affective - emotional sphere of students, some specific external motivation is most acceptable. Intrinsic motivation creates sustainable scientific views, it changes throughout the student's school life. For its formation, it is necessary to inform students of basic knowledge, acquaint them with ways of working with this knowledge, and teach them to apply them in practice; this will instill confidence in children and form further cognitive interest, and therefore make the learning process more effective.

Creative work

On the topic "Knowledge - children of surprise and curiosity

(on the question of motivating students to learn) "

Kovdor, 2004

2 ... Types of motives and motivation for educational activities

The topic of motive and motivation is very well developed in educational psychology, and this, oddly enough, creates certain difficulties in mastering this topic, since often psychologists have several different opinions on the same issue, and therefore, differing methods for identifying which -or a fact. It seems that the only way to solve these difficulties is to define your own position on this problem, and choose for your work those terms, those methods that are more understandable and closer to the "style" of teaching. Which I did in my subsequent work.

For a better understanding of the problem, it is advisable to agree on the unambiguity of the definitions of the terms "motive" and "motivation", although in psychology there are different definitions of these concepts.

So: what is "motive"?

Motive is what prompts the activity

(is a form of manifestation of the need).

What is motivation?

Motivation - the process of motivating oneself and others

to activities to achieve personal goals.

So, there are several classifications of motives, I will list some of them.

2.1. Classification of motives by T.A.Ilina

Motives directly prompting:

depend on the personality and activity of the teacher, the selected material, methods.
rely on involuntary attention, are based on positive emotions.

Perspectively motivating motives:

associated with the objective purposefulness of the student himself, the focus of his activities for the future.
it is an interest in an object, in a certain activity to which there is a tendency; desire to win the approval of comrades.
motives can often be associated with negative emotions - fear of the teacher, parents.
rely on voluntary attention associated with a consciously set goal.

Intellectual motives:

interest in the process of mental activity;
the desire to find an independent answer to a question, a feeling of satisfaction from a successful decision, a feeling of satisfaction from the very process of mental work;
it is up to the teacher to awaken and maintain such interests; it is necessary to teach students the techniques of mental activity, mastering general educational skills.

This division is very conditional, motives are intertwined with each other, pass one into another, unite; in addition, the ratio of motives varies with age; so in the lower grades - directly motivating motives prevail; in the elders - promising and social.

2.2. Another version of the classification of the motives of the doctrine according to T.A.
(based on two tendencies: achieving success and avoiding failure)

At the same time, the teacher's task is to develop students' desire for success, to encourage even small achievements, not to focus on failures.

2.3. Variant of classification of motives by A.K. Markova

(characterizing the attitude towards the activity itself)

According to the same classification, external motives are called social, and internal - cognitive (I will use this classification in the future).

2.4. Conclusions on the motives of the student's activity

Both external and internal motives can be the leading motives of student activity. Of course, we all want our students' activities to be guided by internal motives, but external motivation can also lead to the setting of an activity goal, if it is not negative (fear of a bad grade), but a positive motive (desire to get a good grade).
It is extremely important to know the dynamics of the development of motives, and to make sure that external positive motives do not turn into external negative ones. With the correct teaching, the opposite happens, interest in the teacher develops into interest in the subject and later in the science that he represents.
In reality, each student is motivated by several motives, because learning activity is always is polymotivated.

2.5. Variant of classification of motives by E.P. Ilyin

To understand the specifics of the motive, it is necessary to correlate them with age. Age characteristics of children affect motivation. For example, the readiness of schoolchildren to obey the requirements of adults sharply decreases from the 4th to the 7th grade, which indicates a decrease in the role of external and an increase in internal motivation. Unfortunately, this fact is rarely taken into account by both parents and teachers.

Now it will be interesting to see how the student's learning activity is motivated by age. Below I give a table that shows the age and the age-appropriate motive (the table is compiled in an overview, and the motives are deliberately simplified, and some are not even included, since the main purpose of this table is to show another principle of classification, as well as to show the relationship between age and motive ).

Table "Motives of educational activity"

Age / Group	Motive
First graders (preschoolers)	interest in learning in general striving for adulthood
Younger schoolchildren	unquestioning fulfillment of the teacher's requirements (i.e., the majority has social motivation); received marks; prestigious motive; cognitive motive (very rare).
Middle classes	persistent interest in a particular subject against the background of a decrease in overall motivation for learning; the motive for attending lessons is “not because you want to, but because you need to”; requires constant reinforcement of the motive for learning from the outside in the form of encouragement, punishment, marks; the need for knowledge and assessment of the properties of their personality; the main motive is the desire to find one's place among comrades (a desired place in a peer group); a feature of motivation is the presence of adolescent attitudes.
Senior classes	the main motive is preparation for admission.

As you can see from this table, the motive changes with age, and changes because needs change. I propose to look at the relationship between motive and need and make sure how unambiguously the need determines the motive.

The sequence of the emergence of needs in ontogeny - from the bottom up (according to A. Maslow):

The sequence of the appearance of motives (compiled by the author of the study):

2.6. Motivation methods according to D.G. Levites

Psychologists and educators offer different ways to motivate. I settled on those that seem more acceptable to me in terms of using them in each lesson. These are the following ways:

I will dwell in more detail on each method of motivation, accompanying it with the following explanations: the essence of the method - through an aphorism; what this method gives, or what is its result; what this method “requires” for its best application; in addition, I accompanied each method with a photo of my own lessons, when I used one or another method. I would like to make a reservation right away that it turned out to be problematic to show the motivation methods “culture of communication” and “sense of humor” in the photo - not because I don’t use these methods, but because it is also impossible to photograph the smell of “Chanel No. 5”.

A complex of motives for the educational activities of a senior pupil. Types of motives and motivation for learning activities. Chapter II. Organization and research methods of motivation of high school students

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2.2 Ways of forming learning motivation

Frontal work. In psychology, it is known that the development of motives for learning goes in two ways: 1) through the assimilation of the social meaning of learning by students; 2) through the very activity of the student's teaching, which should interest him in something.

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