Methodology for determining the motivation of the teachings of Katashev in the International Student Scientific Bulletin. Purpose, objectives of the study

INFLUENCE OF PROFESSIONAL MOTIVATION OF STUDENTS ON THE FORMATION OF SOCIAL-VALUABLE ORIENTATIONS TO THE PROFESSION RECEIVED

Now researchers no longer have to doubt that student achievement depends mainly on the development of learning motivation, and not only on natural abilities. Between these two factors there is a complex system of relationships. Under certain conditions (in particular, when a person has a high interest in a particular activity), the so-called compensatory mechanism may be activated. The lack of abilities is compensated by the development motivational sphere(interest in the subject, awareness of the choice of profession, etc.), and the student achieves great success.
However, the point is not only that abilities and motivation are in a dialectical unity, and each of them in a certain way affects the level of academic performance. The conducted studies have shown that strong and weak students differ not at all in intellectual indicators, but in the degree to which they have developed professional motivation. Of course, this does not mean that ability is not a significant factor. learning activities. Such facts can be explained by the fact that the existing system of competitive selection, one way or another, selects applicants at the level of general intellectual abilities. Those who survive the selection and end up among the freshmen, in general, have approximately the same abilities. In this case, the factor of professional motivation comes first; one of the leading roles in the formation of "excellent students" and "three students" begins to play the system of internal motivations of the individual to educational and cognitive activity. In the very sphere of professional motivation, a positive attitude towards the profession plays an important role, since this motive is associated with the ultimate goals of education.

With regard to the educational activities of students in the system special education professional motivation is understood as a set of factors and processes that, reflected in the mind, encourage and direct a person to study the future professional activity. Professional motivation acts as an internal driving factor in the development of professionalism and personality, since only on the basis of its high level of formation, it is possible effective development professional education and personality culture.

At the same time, the motives of professional activity are understood as the awareness of the subjects of the actual needs of the individual (obtaining education, self-development, self-knowledge, professional development, increasing social status, etc.), satisfied through the implementation learning objectives and encouraging him to study his future professional activity

If a student understands what profession he has chosen and considers it worthy and significant for society, this, of course, affects how his education develops. Studies conducted in the system of primary vocational education and in higher education fully confirm this position.

With the help of experiments, it was found that 1st year students are most satisfied with their chosen profession. But during all the years of study, this indicator steadily decreases until the last year. Despite the fact that shortly before graduation, satisfaction with the profession is the lowest, the attitude towards the profession itself remains positive. It would be logical to assume that the decrease in satisfaction is caused by the low level of teaching in a particular educational institution. Nevertheless, one should not overestimate the maximum satisfaction with the profession in the first year of study. First-year students, as a rule, rely on their ideal ideas about future profession which, when confronted with realities, undergo painful changes. However, something else is important. Answers to the question "Why do you like your profession?" indicate that the leading reason here is the idea of the creative content of future professional activity. For example, students mention “the possibility of self-improvement”, “the opportunity to be creative”, etc. As for the real educational process, in particular, the study of special disciplines, here, as studies show, only a small number of first-year students (less than 30%) are guided by creative methods learning. On the one hand, we have high satisfaction with the profession and the intention to engage in creative activities after graduating from the technical school, on the other hand, the desire to acquire the basics of professional skills mainly in the process of reproductive educational activities. Psychologically, these positions are incompatible, since creative stimuli can only be formed in an appropriate creative environment, including the educational one. Obviously, the formation of real ideas about the future profession and how to master it should be carried out starting from the 1st year. Despite the studies carried out in other educational institutions, in our technical school, in particular, in the specialty 140613, a different picture is emerging. In the first year, our students very often have a poor idea of the nature of the specialty and study because they need to study.

Thus, the formation of a positive attitude towards the profession is an important factor in improving the academic performance of students. But a positive attitude in itself cannot be significant if it is not supported by a competent understanding of the profession (including an understanding of the role of individual disciplines) and is poorly connected with the methods of mastering it. So it is unlikely that training will be successful if it is built only according to the principle depicted in the poem “Who to be?” Mayakovsky: "It's good to be ... - let them teach me."

Obviously, a number of questions should be included in the range of problems associated with studying the attitude of students to their chosen profession. This:

1) satisfaction with the profession;

2) dynamics of satisfaction from course to course;

3) factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential-psychological, including gender and age;

4) problems of professional motivation, or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession.

These individual moments, as well as the attitude to the profession as a whole, affect the effectiveness of students' educational activities. They affect in particular general level vocational training, and that's why this problem is one of the issues of pedagogical and socio-pedagogical psychology. But there is also an inverse relationship: the attitude to the profession, of course, is influenced by various strategies, technologies, teaching methods; influenced by social groups.

Another important factor is related to the motive for creativity in future professional activities, the craving for creativity and the opportunities that work in the specialty presents for this. Studies have shown that this factor is more significant for successful students, less significant for unsuccessful students. Formation of creative attitude to various types professional activity, stimulation of the need for creativity and development of abilities for professional creativity - the necessary links in the system of vocational training and professional education of the individual.

Despite the fact that satisfaction with the profession is due to many factors, its level is amenable to probabilistic forecasting. Obviously, the effectiveness of such a forecast is determined by the set of methods that will be used to diagnose the interests and inclinations of the student's personality, his attitudes, value orientations, and characterological features.

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

The formation of a stable positive attitude towards the profession is one of the topical issues of pedagogy and pedagogical psychology. There are still many unresolved issues here. IN modern conditions dynamic development of professional knowledge, due to the requirements placed on the individual for continuous vocational education and improvement, further development of this problem is becoming increasingly important. Its specific solution largely depends on the joint efforts of the teacher. general education disciplines and teachers of special disciplines - both at the stage of career guidance at school and in the process of vocational training. These efforts are mainly reduced to providing the individual with competent psychological and pedagogical assistance in her search for a profession for herself and herself in the profession. Of course, this task is not easy, but it is important and noble, because its successful solution will help a person to prevent his future professional destiny from turning into a path without goals and guidelines.

For the successful implementation of this task, an educational institution must create the following conditions:

1. Inclusion of a student in various types of professionally oriented educational activities.

2. Maximum professionalization of training.

3. Wide use of various educational technologies.

4. The purposefulness of the courses of teaching social pedagogy, social work, psychology.

5. Organization of professional practice.

6. Formation of professionally significant personality traits of a future social work specialist.

7. Formation of an individual style of activity

8. Shaping humanitarian culture specialist.

9. Reliance on personal life experience student in preparation

There are many methods for studying the professional motivation of students; one of them is proposed

"Methodology for determining the motivation of learning" (Katashev V.G.)

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

01 - confidently "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confident "yes"

Questionnaire of motives

1 question. What prompted you to choose this profession?

Answers

I'm afraid to be unemployed in the future.

I'm trying to find myself in this profile.

Some items are interesting.

It's interesting to study here.

I teach because everyone demands.

I study so as not to lag behind my comrades.

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

I think it is necessary to study all subjects

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

Answers

I actively work when I feel that it is time to report.

I work actively when I understand the material.

I work actively, I try to understand, because these are the necessary subjects.

I work actively because I like to study.

3 question. How do you explain your attitude to the study of specialized subjects?

Answers

If it were possible, I would skip classes that I do not need.

I only need knowledge individual items or topics necessary for the future profession.

It is necessary to study only what is necessary for the profession.

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

4 question. What kind of work in the classroom do you like the most?

Answers

Listen to teacher's lectures.

Listen to student presentations.

To analyze, reason, try to solve the problem.

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

5 question. How do you feel about special items?

Answers

They are difficult to understand.

Their study is necessary for mastering the profession.

Studying special subjects made studying interesting.

Special subjects make the learning process focused and you can see what basic disciplines are needed.

6. Now about everything!

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

If educational material complicated, do you try to understand it to the end?

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

When faced with difficulty in understanding new material, will you put in the effort to understand it to the end?

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

Do you think that in your future profession, much of what is being studied will not be useful?

Do you think that for life it is necessary to more or less learn everything?

Do you think that it is necessary to have deep knowledge in special disciplines, and the rest if possible?

If you feel that something is not working for you, then the desire to learn disappears?

What do you think: the main thing is to get the result, no matter in what ways?

When solving a problem or solving a difficult task, do you look for the most rational way?

Do you use additional books, reference books when studying new material?

Is it difficult for you to get into work and do you need any pushes?

Does it happen that studying at the university is interesting, but you don’t feel like studying at home?

Do you continue to discuss what you studied in class, after lectures, at home?

If you haven't decided difficult task, but you can go to the cinema or take a walk, then will you solve the problem?

By doing homework do you rely on someone's help and don't mind copying from your comrades?

Do you like to solve typical problems that are solved according to the model?

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

Do you like tasks where it is necessary to put forward hypotheses, to substantiate them theoretically.

Literature

Ananiev B.G. To psychophysiology of student age. // Modern psychological problems high school. - L., 1974. - Issue 2.

Atkinson JW Theory about the development of motivation. - N., 1996.

Bozhovich L.I. Studying the motivation of the behavior of children and adolescents / Ed. L.I. Bozhovich and L.V. Blagonadezhnoy. - M., 1972.

Bozhovich L.I. The problem of the development of the motivational sphere of the child // Study of the motivation of the behavior of children and adolescents. - M., 1972. - S.41-42.

Bondarenko S.M. Formation problem cognitive interest in class-group and programmed education: based on the materials of psychological and pedagogical literature. // Questions of algorithmization and programming of training / Ed. L.N. Landy. - M., 1973. - Issue. 2.

Golovakha EI Life perspective and professional self-determination of youth. / Academy of Sciences of the Ukrainian SSR / Institute of Philosophy. - Kyiv, 1986.

Dodonov B.I. Emotions as a value - M., 1978.

Dontsov I.I., Belokrylova G.M. Professional representations of students of psychologists // Questions of psychology, 1999. - No. 2.

Zakharova L.N. Personal characteristics, behavior styles and types, professional self-identification of students pedagogical university// Issues of psychology, 1998. - No. 2.

Kan-Kalik VA On the development of the theory of general and professional development of a specialist's personality in a university.// Formation of a specialist's personality in a university. Sat. scientific tr. - Grozny, 1980. - S. 5 - 13.

Klimov E.A. Some psychological principles of preparing young people for work and choosing a profession. Questions of psychology. 1985 - No. 4.

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

Komusova N.V. "Development of motivation to master a profession during the period of study at a university" - L., 1983.

Kon I.S. Psychology of early youth. [Textbook. Allowance for ped. in-tov]. - M., 1976.

Kon IS Psychology of youthful age: Problems of personality formation. [Account. allowance for ped. in-tov]. - M., 1976. - 175 p.

Gray A. V. Personal value orientations in the structure of professionally significant qualities of practical psychologists: Abstract of the thesis. dis. cand. psycho. Sciences. - Irkutsk, 1996. - 25 p.

Internet resources:

K.G. Krechetnikov “Taking into account motivational aspects in the design of means information technologies learning".

http://www.gumer.info/bibliotek_Buks/Pedagog/Bordo/09.php Bordovskaya N., Rean A. Pedagogy.

Consider the methods used for the study.

1) "Motivation of professional activity (method of K. Zamfir)".

The technique can be used to diagnose the motivation of professional activity. It is based on the concept of intrinsic and extrinsic motivation.

Read the motives of professional activity listed below and give an assessment of their importance to you on a five-point scale.

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

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

WPM = (score of item 1 + score of item 2 + score of item 5)/3

PTO \u003d (score of item 3 + score of item 4) / 2

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

Based on the results obtained, the motivational complex of the personality is determined. The motivational complex is a type of correlation among themselves of three types of motivation: VM, VPM and VOM.

The following two types of combination should be attributed to the best, optimal, motivational complexes:

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

Between these complexes there are other motivational complexes intermediate in terms of their effectiveness.

When interpreting, one should take into account not only the type of motivational complex, but also how much one type of motivation surpasses the other in terms of severity.

2) "Methodology for determining the motivation of learning" (Katashev V.G.).

01 - confidently "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confidently "yes"

Scaling is done by students in a special card.

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

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

The scale is different from others big amount points will indicate the level of motivation to study at the university. By calculating the arithmetic mean for each scale for the group, you can also get the overall, group level of motivation. .

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

ELABUZH STATE PEDAGOGICAL UNIVERSITY

FACULTY OF PSYCHOLOGY AND PEDAGOGY

DEPARTMENT OF PSYCHOLOGY

FINAL QUALIFICATION WORK

Study of professional motivation of students of a pedagogical university

Completed by a student of 181 groups

Kazakova Marina Alexandrovna

Scientific director

k. ps. PhD, Associate Professor G.M. Ldokova

WRC protected

"____" _________________ 2006

Grade _______________________

Chairman of the SAC _____________

ELABUGA 2006

INTRODUCTION .................................................. ...............................................

Chapter 1. Theoretical aspects study of motivation in student age .............................................. ...............................

1.1. Socio-psychological characteristics of student

age................................................. ...............................................

1.2. The structure of the motivational sphere of a student in the studies of foreign and domestic psychologists

1.3. The specifics of the student's educational motivation ..............................................

1.4. Professional motivation .................................................................. ...

Conclusions................................................. ................................................. ..

Chapter 2. Research of professional motivation………............

2.1. Purpose, objectives of the study ....................................................... ...........

2.2. Description of research methods ..............................................................

2.3. Analysis and interpretation of the obtained results...............................

Conclusions................................................. ................................................. .

CONCLUSION................................................. ......................................

LIST OF USED LITERATURE ...............................................

APPS

INTRODUCTION

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

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

Relevance of the topic.

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

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

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

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

At present, science has not developed a unified approach to the problem of motivating human behavior, the terminology has not been established, and the basic concepts have not been clearly formulated. Particularly little studied was the structure of professional and pedagogical motivation among students in the process of preparing a specialist at a university.

Purpose of the study– study of professional motivation among students of a pedagogical university.

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

The object of the study - 1st year students of the psychological and pedagogical faculty of a pedagogical university (Yelabuga) - 46 people

Research objectives:

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

2. To study the socio-psychological characteristics of student age;

3. to study the professional motivation of students;

Research methods

The following diagnostic tools were used as experimental methods: the method of K. Zamfir in the modification of A.A. Reana "Studying the motivation of professional activity", "Methodology for determining the motivation for teaching students" Katashev V.G.

Practical significance research work lies in the fact that it reveals the content psychological features educational motivation of a student of a pedagogical university and reveals its significant components. We believe that the study will contribute to the self-development of the student, mastering the educational material, the development of educational and cognitive motives of a relatively high level, which in turn can lead to the formation of other social motives. In other words, there is a real opportunity to put together a small number of diagnostic techniques that make it possible to determine the nature of the educational motivation for joint activities.

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

The structure and scope of the work of the WRC consists of an introduction, two chapters, a conclusion, an appendix, a list of references, including 60 sources. The total amount of work is 64 pages of computer typesetting, including 5 tables.

Chapter I . Theoretical aspects of the study of motivation in student age

1.1. Socio-psychological characteristics of student age

This age is characterized by the completion of the growth process, which ultimately leads to the flourishing of the organism, creating the foundations not only for a special position young man in learning, but also to master other possibilities, roles and claims. From the point of view of developmental psychology, traits change at student age. inner peace and self-consciousness, the mental processes and personality traits evolve and rebuild, the emotional-volitional structure of life changes.

Youth is the period of life after adolescence to adulthood (age limits are arbitrary - from 15-16 to 21-25 years). This is the period when a person can go from an insecure, inconsistent child who claims to be an adult to actual maturity.

In adolescence, a young person has a problem choice of life values. Youth strives to form an internal position in relation to itself (“Who am I?”, “What should I be?”), in relation to other people, as well as to moral values. It is in youth that a young man consciously works out his place among the categories of good and evil. "Honor", "dignity", "right", "duty" and other categories that characterize a person are acutely worried about a person in his youth. In youth, a young man expands the range of good and evil to the utmost limits and tests his mind and his soul in the range from beautiful, sublime, good to terrible, unchanging evil. Youth strives to feel itself in temptations and ascent, in struggle and overcoming, falling and rebirth - in all that diversity of spiritual life, which is characteristic of the state of the mind and heart of a person. It is significant for the young man himself and for all mankind if a young man chooses for himself the path of spiritual growth and prosperity, and is not seduced by vice and opposition to social virtues.

No matter how strangely youth may be directed to find its place in the world, no matter how intellectually ready it is to comprehend everything that exists, it does not know much - there is still no experience of real practical and spiritual life among close people ("If youth knew ..." ). In addition, it is in youth that the desire given by nature for the opposite sex is truly awakened. This desire can overshadow, despite the understanding, knowledge, beliefs and already formed value orientations of a young person. Youth is a period of life when other feelings can be dominated by an all-consuming passion for another person.

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

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

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

Youth is the period of a person's life, placed ontogenetically between adolescence and adulthood, early youth. It is in youth that the formation of a person as a person takes place, when a young person, having gone through a difficult path of ontogenetic identification of likening to other people, appropriated from them socially meaningful properties personality, the ability to empathize, to an active moral attitude towards people, to oneself and to nature; the ability to assimilate conventional roles, norms, rules of behavior in society, etc.

In adolescence, the mechanism of identification of isolation receives a new development. Also, this age is characterized by its neoplasms.

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

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

I. Kohn refers to the neoplasms of youth the development of independent logical thinking, figurative memory, individual style mental activity, interest in scientific research.

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

The meaning of life is the most important new formation of early youth. I. Kon notes that it is during this period of life that the problem of the meaning of life becomes globally comprehensive, taking into account the near and far perspectives.

Also, an important neoplasm of youth is the emergence of life plans, and this manifests an attitude towards conscious construction own life as a manifestation of the beginning of the search for its meaning.

In youth, a person strives for self-determination as a person and as a person included in social production, in labor activity. The search for a profession is the most important problem of youth. It is significant that in adolescence, some of the youth begin to gravitate towards leadership as an upcoming activity. This category of people strives to learn how to influence others and for this they study social processes, consciously reflecting on them.

Youth, acquiring the potential of a person entering the time of the second birth, begins to feel liberation from the direct dependence of a close circle of significant persons (relatives and close people). This independence brings the strongest experiences, overwhelms emotionally and creates a huge number of problems. In order to reach an understanding of the relativity of any independence, in order to appreciate family ties and the authority of the experience of the older generation, youth will have to follow the spiritual path of the biblical prodigal son through difficult, unbearably difficult experiences of alienation from the circle. significant people, through deep reflective suffering and the search for true values to return in a new hypostasis - now as an adult, able to identify himself with significant loved ones and now finally accept them as such. It is an adult, socially mature person who carries the constancy of a worldview, value orientations, organically combining not only "independence", but also an understanding of the need for dependence - after all, a person carries the existence of social relations.

1.2. The structure of the student's motivational sphere in the studies of foreign and domestic psychologists

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.3. The specifics of the student's educational motivation

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

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

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

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

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

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

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

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

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

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

Considering the motivation of educational activity, it must be emphasized that the concept motive closely related to the concept target And need. In a person's personality, they interact and are called motivational sphere. In the literature, this term includes all types of motives: needs, interests, goals, incentives, motives, inclinations, attitudes.

Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning, learning activity. Like any other type, learning motivation is determined by a number of factors specific to the activity in which it is included. First, it is determined by educational system, educational institution; secondly, the organization educational process; in - third, - the subjective characteristics of the student; in - fourth, - the subjective characteristics of the teacher and, above all, the system of his relationship to the student, to the case; fifthly, the specifics of the subject.

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

In this regard, it is significant that in the work of A.K. Markov he specifically emphasizes this idea: “... The motivation for learning is made up of a number of motives that are constantly changing and entering into new relationships with each other (the needs and meaning of learning for students, its motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in a positive or aggravation of a negative attitude towards the student, but the complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relations between them.. Accordingly, when analyzing motivation, the most difficult task is to determine not only the dominant stimulus (motive), but also take into account the entire structure of the motivational sphere of a person. Considering this sphere in relation to the doctrine, A.K. Markova emphasizes the hierarchy of its structure. So, it includes: the need for learning, the meaning of learning, the motive for learning, purpose, emotions, attitude and interest.

Describing interest (in the general psychological definition, it is the emotional experience of a cognitive need) as one of the components of learning motivation, it is necessary to pay attention to the fact that in everyday everyday life, and in professional pedagogical communication, the term “interest” is often used as a synonym for learning motivation. This can be evidenced by such statements as “he has no interest in learning”, “it is necessary to develop a cognitive interest”, etc. Such a shift in concepts is connected, firstly, with the fact that in the theory of learning it was interest that was the first object of study in the field of motivation (I. Herbert). Secondly, it is explained by the fact that interest itself is a complex heterogeneous phenomenon. Interest determined “as a consequence, as one of the integral manifestations of the complex processes of the motivational sphere”, and differentiation of types of interest and attitudes towards learning is important here. Interest, according to A.K. Markova, “can be broad, planning, productive, procedural-content, educational and cognitive and the highest level is transformative interest” .

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

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

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

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

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

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

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

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

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

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

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

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

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

o initial type of motivational structure;

o personal significance of the subject content of the activity;

o type of training task;

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

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

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

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

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

1.4. Professional motivation

Now researchers no longer have to doubt that student achievement depends mainly on the development of learning motivation, and not only on natural abilities. Between these two factors there is a complex system of relationships. Under certain conditions (in particular, when a person has a high interest in a particular activity), the so-called compensatory mechanism may be activated. At the same time, the lack of abilities is compensated by the development of the motivational sphere (interest in the subject, awareness of the choice of profession, etc.), and the schoolchild / student achieves great success.
However, the point is not only that abilities and motivation are in a dialectical unity, and each of them in a certain way affects the level of academic performance. Studies conducted in universities have shown that strong and weak students differ not at all in intellectual indicators, but in the degree to which their professional motivation is developed. Of course, it does not at all follow from this that abilities are not a significant factor in learning activity. Such facts can be explained by the fact that the existing system of competitive selection to universities, one way or another, selects applicants at the level of general intellectual abilities. Those who survive the selection and end up among the freshmen, in general, have approximately the same abilities. In this case, the factor of professional motivation comes first; one of the leading roles in the formation of "excellent students" and "triple students" begins to play the system of internal motivations of the individual to educational and cognitive activity at the university. In the very sphere of professional motivation, a positive attitude towards the profession plays an important role, since this motive is associated with the ultimate goals of training.

With regard to the educational activities of students in the system university education professional motivation is understood as a set of factors and processes that, reflected in the mind, encourage and direct a person to study future professional activities. Professional motivation acts as an internal driving factor in the development of professionalism and personality, since only on the basis of its high level of formation, it is possible to effectively develop professional education and personality culture.

At the same time, the motives of professional activity are understood as the awareness of the subjects of the actual needs of the individual (getting higher education, self-development, self-knowledge, professional development, raising social status, etc.), which are satisfied by performing educational tasks and encouraging him to study future professional activities.

Through experimentation with various materials Russian universities it was found that 1st year students are most satisfied with their chosen profession. But during all the years of study, this figure has been steadily declining up to the 5th year. Despite the fact that shortly before graduation, satisfaction with the profession turns out to be the lowest, the attitude towards the profession itself remains positive. It would be logical to assume that the decrease in satisfaction is caused by the low level of teaching in a particular university. Nevertheless, one should not overestimate the maximum satisfaction with the profession in the first year of study. First-year students, as a rule, rely on their ideal ideas about the future profession, which, when confronted with realities, undergo painful changes. However, something else is important. Answers to the question "Why do you like your profession?" indicate that the leading reason here is the idea of the creative content of future professional activity. For example, students mention “the possibility of self-improvement”, “the opportunity to be creative”, etc. As for the real educational process, in particular, the study of special disciplines, here, as studies show, only a small number of first-year students (less than 30% ) are guided by creative teaching methods. On the one hand, we have high satisfaction with the profession and the intention to engage in creative activities after graduation, on the other hand, the desire to acquire the basics of professional skills mainly in the process of reproductive educational activities. Psychologically, these positions are incompatible, since creative stimuli can only be formed in an appropriate creative environment, including the educational one. Obviously, the formation of real ideas about the future profession and how to master it should be carried out starting from the 1st year. Comprehensive research on the problem of expulsion from higher education vocational school, showed that three subjects give the highest dropout rate in universities: mathematics, physics and a foreign language. It also turned out that the reason is not only in the objective difficulty of mastering these disciplines. Of great importance is the fact that the student often has a poor idea of the place of these disciplines in his future professional activity. It seems to him that performance in these subjects has nothing to do with his highly specialized qualifications. (Note that at present the attitude towards a foreign language has changed.) Therefore, a necessary component in the process of forming a real image of the future professional activity among students is a reasoned explanation of the significance of certain general disciplines for the specific practical activity of graduates.

Obviously, a number of questions should be included in the range of problems associated with studying the attitude of students to their chosen profession. This:

1) satisfaction with the profession;

2) dynamics of satisfaction from course to course;

3) factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential-psychological, including gender and age;

4) problems of professional motivation, or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession.

These individual moments, as well as the attitude to the profession as a whole, affect the effectiveness of students' educational activities. In particular, they affect the general level of professional training, and therefore this problem is among the issues of pedagogical and socio-pedagogical psychology. But there is also an inverse relationship: the attitude to the profession, of course, is influenced by various strategies, technologies, teaching methods; influenced by social groups.

Another important factor is related to the motive for creativity in future professional activities, the craving for creativity and the opportunities that work in the specialty presents for this. Studies have shown that this factor is more significant for successful students, less significant for unsuccessful students. The formation of a creative attitude to various types of professional activity, stimulation of the need for creativity and the development of abilities for professional creativity are necessary links in the system of vocational training and professional education of the individual.

The formation of a stable positive attitude towards the profession is one of the topical issues of pedagogy and pedagogical psychology. There are still many unresolved issues here. In modern conditions of dynamic development of professional knowledge, due to the requirements for continuous professional education and improvement, the further development of this problem is becoming increasingly important. Its specific solution largely depends on the joint efforts of the teacher and psychologist - both at the stage of career guidance work at school and in the process of vocational training. These efforts are mainly reduced to providing the individual with competent psychological and pedagogical assistance in her search for a profession for herself and herself in the profession. Of course, this task is not easy, but it is important and noble, because its successful solution will help a person to prevent his future professional destiny from turning into a path without goals and guidelines.

conclusions

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

In modern psychology, there are currently many different theories, the approaches of which to the study of the problem of motivation are so different that sometimes they can be called diametrically opposed. However, we did not set ourselves the task of bringing qualitative analysis separate theories, we only tried to consider the main directions in modern research. It seems to us that the very complexity this concept, the multilevel organization of the motivational sphere of a person, the complexity of the structure and mechanisms of its formation, opens up wide opportunities for the application of all the theories we have mentioned. That is, the statements of individual theories can be directed to various elements of the motivational structure, and it is in these directions that they will be the most competent and valid. A holistic picture can only be formed with an integrated approach to studying the problem of motivation on present stage development of psychological thought, taking into account the progressive ideas of various theories.

When studying various theories of motivation, when determining the mechanism and structure of the motivational sphere of professional activity, we came to the conclusion that human motivation is indeed a complex system, which is based on both biological and social elements Therefore, it is necessary to approach the study of the motivation of a person’s professional activity, taking into account this circumstance. Human motivation, on the one hand, has much in common with the motivation of animals, in terms of satisfying their biological needs. But, on the other hand, there are a number of specific features inherent only to a person, which must also be taken into account when studying the human motivational sphere. It is impossible to beg the influence of either one or the other part of the motivational sphere of a person, on the system of the motivational orientation of the personality as a whole, since this can lead to a distortion of a holistic understanding of this issue.

The structure of the motivational sphere of a person in the process of life goes through the stages of formation and formation. This formation is a complex process that occurs both under the influence of its internal work, and under the influence of external factors of its environment. Therefore, we paid much attention in our work to individual differences.

We paid special attention to this issue, since the formed system of human motivation has a great influence not only on its behavioral characteristics, but also, as a dynamic characteristic of the personality, on the structure of the person's personality as a whole. It determines the general orientation of the personality, the aspirations of a person, his life path, and, of course, his professional activity.

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

We believe that studies in the field of motivation will be continued in the studies of modern psychologists, since the relevance of this topic is obvious and practically significant.

Chapter II . Study of professional motivation of students

2.1. Purpose, objectives of the study

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

Research objectives:

1) Reveal the motivational complex of students;

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

3) Determine the level of motivation for vocational training.

2.2. Description of research methods

The study of the motivation for vocational training of students was carried out on the basis of special methods.

Motives are, as you know, the reason for an interested attitude to learning as the basis of professional activity. It can be argued that the student who is aware of the need for knowledge necessary for future professional activity will be active in vocational training, and he is aware of his profession, in turn, as the only or main source of satisfaction of his material and spiritual needs.

Professional self-awareness makes the motives of learning stable, contributes to the development of the student's ability to set goals and achieve them.

Consider the methods used for the study.

1) "Motivation of professional activity (method of K. Zamfir modified by A. Rean)" .

The technique can be used to diagnose the motivation of professional activity, including the motivation of professional and pedagogical activity. It is based on the concept of intrinsic and extrinsic motivation.

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

INSTRUCTIONS

Read the motives of professional activity listed below and give an assessment of their importance to you on a five-point scale. (Form see Appendix 1)

TREATMENT

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

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

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

PTO \u003d (score of item 3 + score of item 4) / 2

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

INTERPRETATION

The following two types of combination should be attributed to the best, optimal, motivational complexes:

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

Between these complexes there are other motivational complexes intermediate in terms of their effectiveness.

When interpreting, one should take into account not only the type of motivational complex, but also how much one type of motivation surpasses the other in terms of severity.

2) "Methodology for determining the motivation of learning" (Katashev V.G.).

01 - confidently "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confident "yes"

Scaling is done by students in a special card (see Appendix 2).

Questionnaire of motives, see appendix. 3.

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

2.2. Analysis and interpretation of the obtained results

The study involved 1st year students of the Faculty of Psychology and Pedagogy of the Yelabuga State Pedagogical University. The sample consisted of 46 students. A feature of the sample was that it was predominantly female (97.8%), which generally reflects the specifics of the faculty. The study was conducted in the middle of the second semester (March 2006).

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

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

The next step was the collection of information (testing), using the methods we have chosen.

K. Zamfir determined the effectiveness of the following types of motivation: 1) cash earnings; 2) the desire for career advancement at work; 3) the desire not to be criticized by the manager and colleagues; 4) the desire to avoid possible punishments or troubles; 5) focus on prestige and respect from others; 6) satisfaction from a job well done; 7) social utility of labor. To analyze the responses, the following scale was used: 1 point - "to a very small extent", 2 points - "to a rather insignificant extent", 3 points - "not to a great extent, but not to a small extent", 4 points - to a rather large extent ", 5 points - in a very large measure."

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

The analysis of the obtained results showed that students are more satisfied with their chosen profession. Choosing between the best, optimal and worst types of ratios, most students chose the optimal complex, represented by combinations:

VM > VPM > VOM (39.1% of respondents) and VM = VPM > VOM (8.7% of respondents) (see Table 1, Appendix 4). This indicates that students with these motivational complexes are involved in this activity for its own sake, and not to achieve any external rewards. Such an activity is an end in itself, and not a means to achieve some other goal. "That is, these are students who are attracted, first of all, by interest in the learning process itself, they tend to choose more complex tasks, which positively affects the development of their cognitive processes .

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

The worst motivational complexes are represented by the following ratio: PTO>VPM>VM; PTO>VPM=VM; PTO>VM>VPM and PTO=VPM=VM. These complexes have 6.52%; 4.34%; 2.17% and 2.17% of students respectively. In total, this is 15.2% of the total number of students surveyed (see Table 1 Appendix 4). This may indicate an indifferent, and probably a negative attitude towards the learning process as a whole. For such students, the value is not the acquisition of professional knowledge and skills, but the final result of their studies at the university, i.e. obtaining a diploma. Or, it can be assumed that just this number of students entered the university not of their own free will, but, for example, because their parents insisted on it. There may be other, unknown to us, reasons.

Students with external motivation, as a rule, do not receive satisfaction from overcoming difficulties in solving educational problems. So they choose more simple tasks and perform only what is necessary to receive reinforcement (assessment). The absence of an internal stimulus contributes to an increase in tension, a decrease in spontaneity, which has an overwhelming effect on the creativity of the student, while the presence of internal urges contributes to the manifestation of spontaneity, originality, the growth of creativity and creativity. External motivation is the use of the "carrot and stick" method (reward, stimulation, criticism, punishment) or the behavioral formula (B. Skinner, K. Hull, etc.) S - R (stimulus - reaction), the introduction of competitive principles, etc. e. The main elements for this type of motivation are external stimuli - levers of influence or carriers of "irritations" that cause the action of certain motives.

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

As can be seen from Table 3 (see Appendix 4), the motivational complex groups looks like: VM > VPM > PTO. But the indicators of these types of motivation differ slightly from each other.

According to the results of the study of students' learning motivation (method of determining students' learning motivation "(Katashev V.G.)) it can be said that the majority of students (52.2%) are characterized by an average level of learning motivation at the university (see Table 2. App 5). Students with normal and high levels of learning motivation make up 19.55% of the total number of respondents.

Based on the analysis of the obtained results, we identified the following two groups of first-year students: with high and low level learning motivation.

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

This is manifested in the following characteristics: focus on educational and professional activities, on the development of self-education and self-knowledge. They tend to carefully plan their lives, setting specific goals. A high need to preserve one's own individuality, the desire for independence from others and the desire to preserve the originality, originality of one's own personality, one's views and beliefs, one's lifestyle, trying to succumb to the influence of mass trends as little as possible. The emergence of life plans, a heightened ability to empathize with the state of others, the ability to emotionally experience these states as one's own. The desire to achieve tangible and concrete results in any kind of activity, and more precisely in educational activities. The ability to empathize, to an active moral attitude towards people, towards oneself and towards nature; the ability to assimilate traditional roles, norms, rules of behavior in society. During this period of life, he decides in what sequence he will apply his abilities to realize himself in work and in life itself.

2 group of students– with a low level of learning motivation.

I would like to note that there are few such students (8.7%), but they do exist. For this group, the professional sphere does not yet have the same meaning as the spheres of study and hobbies have for them. Students rarely think about their future; professional life is clearly something unattractive and unknown for them. They are much more comfortable with a carefree and more familiar student life, in which study competes with their favorite activities. Future plans have no real support in the present and are not supported by personal responsibility for their implementation. In our opinion, this is due to the fact that students are still in the stage of self-determination. No matter how intellectually prepared they are to comprehend everything that exists, they do not know much - there is still no experience of real practical and spiritual life in society.

Having calculated the arithmetic mean for each scale for the group, we got the general, group level of motivation (see Table 1 Appendix 5). As can be seen from the table, this group has an average level of motivation for vocational training (40.2 points).

conclusions

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

It was also found that the majority of students have an average level of motivation for vocational training - 52.2%. A high level is inherent in 19.55% of students, a low level - in 8.7%.

After calculating the average group score for each scale, we found that the group as a whole has an average level of motivation for learning.

Conducting a periodic measurement of motivation (1-2 times a year), you can register the dynamics of the development of motivation, both for an individual student and for a team. Such scaling makes it possible to register not only the level of motivation, but also the intra-level dynamics of development. So, if at one of the measurements in the third scale the sum of points was 38, which exceeded other levels, and in the next measurement in the same scale 43 points were scored, this will characterize the intra-level progress. A situation is possible when the same number of points is scored on different scales, then the advantage is given to a higher level of motivation. At the same time, it must be remembered that high levels motivations (3-4) are significant from 33 points and above.

Students of the first level of learning motivation are indifferent to the learning process. At best, they show cognitive activity at the level of warning claims from the educational unit. At worst, by searching for a way to replace the material equivalent of one's own manifestation of knowledge.

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

On this basis, we can offer:

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

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

all educational activity at the university, including leisure, should not be built on a commercial basis.

Conclusion

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

In our work, we want to draw attention to the fact that in practice the possibility of studying professional motivation must be carried out at different stages of the development of a student's personality, since the result will be different depending on cognitive and broad social motives, as well as on levels; according to the hierarchy of the educational motivational sphere, i.e. subordination of immediate impulses to their arbitrary, conscious forms; according to the harmony and consistency of individual motives among themselves; on the stability and stability of positively colored motifs; by the presence of motives focused on a long time perspective; by the effectiveness of motives and their influence on behavior, etc. All this allows us to assess the maturity of the professional motivational sphere.

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

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

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

Our study of the professional motivation of students allows us to identify several stages of the student's involvement in the learning process. Each of these steps is characterized, firstly, by a certain general attitude to learning, which, as a rule, is quite well fixed and detected (on such grounds as academic performance and class attendance, the general activity of students in terms of the number of their questions and appeals to the teacher, by voluntariness fulfillment of educational tasks, the absence of distractions, the breadth and stability of interests in different aspects of learning, etc.).

Secondly, behind each degree of a student's involvement in learning there are different motives, goals of learning.

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

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Annex 1

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

Answer form

Appendix 2

Answer form

5	9	13	17	21	25	29	33	37	41	Total
6	10	14	18	22	26	30	34	38	42	Total
7	11	15	19	23	27	31	35	39	43	Total
8	12	16	20	24	28	32	36	40	44	Total

Annex 3

"Methodology for determining the motivation for teaching students."

Questionnaire of motives

1 question. What prompted you to choose this profession?

1. I'm afraid to be unemployed in the future.

2. I strive to find myself in this profile.

3. Some items are interesting.

4. It is interesting to study here.

5. I teach because everyone demands.

6. I teach in order to keep up with my comrades.

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

8. I think that it is necessary to study all subjects.

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

9. Actively work when I feel that it is time to report.

10. I work actively when I understand the material.

11. I work actively, I try to understand, as these are the necessary items.

12. I work actively because I like to study.

3 question. How do you explain your attitude to the study of specialized subjects?

13. If it were possible, I would skip classes that I do not need.

14. I need knowledge only of certain subjects or topics necessary for my future profession.

15. It is necessary to study only what is necessary for the profession.

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

4 question. What kind of work in the classroom do you like the most?

17. Listen to the teacher's lectures.

18. Listen to student speeches.

19. To analyze, reason, try to solve the problem yourself.

20. When solving a problem, I strive to get to the bottom of the answer myself.

5 question. How do you feel about special items?

21. They are difficult to understand.

22. Their study is necessary for mastering the profession.

23. Studying special subjects made studying interesting.

24. Special subjects make the learning process focused and it is clear what basic disciplines are needed.

6. Now about everything!

25. Does it often happen in class that you don’t feel like doing anything?

26. If the study material is difficult, do you try to understand it completely?

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

28. When faced with difficulty in understanding new material, will you put in the effort to understand it completely?

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

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

31. Do you think that for life it is necessary to more or less learn everything?

32. Do you think that it is necessary to have deep knowledge in special disciplines, and the rest if possible?

33. If you feel that something is not working out for you, does the desire to learn disappear?

34. What do you think: the main thing is to get the result, no matter in what ways?

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

36. Do you use additional books, reference books when studying new material?

37. Do you find it difficult to get into work and do you need any pushes?

38. Does it happen that it is interesting to study at the university, but you don’t feel like it at home?

39. Do you continue to discuss what you studied in class, after lectures, at home?

40. If you have not solved a difficult problem, but you can go to the cinema or take a walk, will you begin to solve the problem?

41. When doing homework, do you rely on someone's help and don't mind copying from your comrades?

42. Do you like to solve typical problems that are solved according to the model?

43. Do you like tasks that require reflection and that you don't know how to approach?

44. Do you like tasks where you need to put forward hypotheses, substantiate them theoretically.

Appendix 4

The results of studying the motivation of students' professional activity (K. Zamfir's method modified by A. Rean).

Table 1. Compliance of the number of respondents with a certain motivational complex

Motivational complex					Number of students
VM	>	VPM	>	PTO	39,1% (18)
VM	=	VPM	>	PTO	8,7% (4)
VM	<	VPM	>	PTO	30,5% (14)
VM	<	VPM	<	PTO	6,52% (3)
VM	>	PTO	>	VPM	4,34% (2)
VM	=	VPM	<	PTO	4,34% (2)
VM	>	VPM	=	PTO	2,17% (1)
VM	=	VPM	=	PTO	2,17% (1)
PTO	>	VM	>	VPM	2,17 % (1)

Table 2. Identification of the predominant type of motivation.

Note:

VM - intrinsic motivation;

EPM - external positive motivation;

PTO - external negative motivation;

– optimal motivational complex (balance of motives);

- the worst motivational complex.

Table 3. Identification of the motivational complex of students.

Motif type qty students	VM	VPM	PTO
1	4	=	4	>	3
2	4	>	3,66	>	2,5
3	3,5	<	3,66	>	1,5
4	2	<	3,33	>	2,5
5	4,5	>	4,33	>	4
6	4	<	4,66	>	4
7	4	=	4	<	5
8	4	<	4,33	>	2,5
9	3,5	<	3,66	>	3,5
10	4,5	>	4	>	2,5
11	5	>	4	=	4
12	4	>	3,66	>	1,5
13	4	<	3	<	2
14	4	<	3,66	<	2,5
15	4	<	4,33	>	4
16	4,5	>	3	<	4
17	4	<	4,33	>	3
18	5	>	4,33	>	3,5
19	4,5	>	3,33	>	2
20	4	=	4	>	3,5
21	4	>	3,33	>	2,5
22	4	<	4,66	>	4,5
23	4	=	4	<	4,5
24	4	=	4	>	2,5
25	4	<	4,66	>	4,5
26	4	=	4	>	3,5
27	4	=	4	=	4
28	5	>	4,66	>	4
29	5	>	4,33	>	4
30	4,5	>	3,66	>	2
31	4,5	>	4,33	>	3,5
32	2,5	<	4,66	>	2,5
33	4	>	3,33	<	4,5
34	5	>	4	>	3
35	5	>	4,33	>	3
36	4,5	<	4,66	>	3,5
37	5	>	4,66	>	4
38	4,5	>	4	>	3
39	5	>	4	>	3
40	4	<	4,33	<	4,5
41	3,5	<	5	>	4
42	4,5	>	4	>	3,5
43	4	<	4,33	>	4
44	4	>	3,33	<	3,5
45	4	<	4,33	>	4
46	5	>	4,33	>	3,5
Group average	4,18	>	4,04	>	3,34

Annex 5

"Research on the motivation of vocational training" (Katashev V.G.).

Table 1. Determining the level of motivation for learning at a university.

Level of motivation students			Normal level	High level
Balls
1	42	36	27	29
2	44	42	34	30
3	48	46	36	37
4	50	42	38	31
5	34	36	32	25
6	34	37	34	34
7	33	38	35	29
8	38	40	37	36
9	37	40	34	35
10	37	40	39	38
11	35	40	37	30
12	39	42	38	41
13	41	42	25	25
14	32	42	33	41
15	28	42	40	35
16	30	42	38	33
17	39	43	38	32
18	34	43	39	35
19	33	45	44	33
20	44	45	28	27
21	38	45	41	23
22	41	45	41	33
23	34	45	36	31
24	45	46	24	22
25	32	46	40	36
26	35	46	44	41
27	43	47	42	31
28	36	47	45	43
29	32	34	35	33
30	35	35	39	38
31	35	37	41	36
32	36	37	41	37
33	36	38	41	31
34	37	40	42	36
35	29	39	46	40
36	38	46	47	40
37	28	36	48	44
38	34	39	35	40
39	20	35	33	40
40	28	33	37	42
41	32	34	31	42
42	26	31	39	43
43	37	38	43	44
44	34	35	43	44
45	27	31	43	45
46	32	42	41	46
Group average	35,5	40,2	38	35,6

Note:

Dominant score.

Table 2. Correspondence of the number of respondents to this level of motivation.

2. Organization and research methods

2.1 Characteristics of the sample

The study was conducted in the city of Naberezhnye Chelny on the basis of school No. 43 in grades 11 "a" and 11 "b" in the period from 01.03.10. to 29.03.10 The study involved 46 people: 25 boys and 21 girls. The age of the subjects is 15 - 16 years.

2.2 Organization of the study

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

Research objectives:

To identify the motivational complex of high school students;

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

Determine the level of meaning of the teaching.

The study took place in three stages:

Stage 1 - the study of professional choice according to the method of K. Zamfir in the modification of A. Rean.

Stage 2 - studying the meaning of the teachings of high school students according to the method of Katashev V.G.

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

2.3 Research methods

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

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

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

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

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

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

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

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

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

PTO \u003d (score of item 3 + score of item 4) / 2

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

Interpretation: Based on the results obtained, the motivational complex of the personality is determined. The motivational complex is a type of correlation among themselves of three types of motivation: VM, VPM and VOM.

The following two types of combination should be attributed to the best, optimal, motivational complexes:

VM > VPM > PTO and VM = VPM > PTO

The worst motivational complex is the type PTO > PPM > PPM.

Between these complexes there are other motivational complexes intermediate in terms of their effectiveness.

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

" Methodologydefinitions of the meaning of the doctrine" (Katashev V.G.)

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

01 - confidently "no"

02 - more "no" than "yes"

03 - not sure, don't know

04 - more "yes" than "no"

05 - confident "yes"

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

Questionnaire of motives - Appendix 3.

High school students, when filling out the motivational scale, evaluate each question and fill in each cell. The instructor then totals the scores horizontally in the rightmost vertical row. The vertical numbering of the scales of the first row indicates not only the numbers of questions, but also the level of motivation.

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

2.4 Methods of mathematical data processing

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

Student's t-test is a generic name for a class of methods statistical checks hypotheses (statistical criteria) based on comparison with t-distribution. The most common cases of applying the t-test are related to checking the equality of the means in two samples

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

(in the numerator - the difference between the average values of the two groups, in the denominator - Square root from the sum of the squares of the standard errors of these means).

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

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

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

3.1 Studying the professional choice of high school students

The first step in the research was getting to know each other. Acquaintance took place in the form of a conversation in a relaxed atmosphere. The students reacted adequately, responsibly and willingly answered the questions posed.

The next step was the collection of information (testing), using the methods we have chosen.

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

1) money earnings;

2) the desire for career advancement at work;

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

4) the desire to avoid possible punishments or troubles;

5) focus on prestige and respect from others;

6) satisfaction from a job well done;

7) social utility of labor.

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

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

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

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

Motivational complex	Number of high school students

Optimal motivational complex (balance of motives);

The worst motivational complex.

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

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

PTO=VPM=VM

These complexes have:

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

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

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

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

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

Table 2 Identification of the predominant type of motivation

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

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

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

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

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

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

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

Table 4 Identification of the motivational complex of high school students

	Number of high school students by types of motivation















































Group average

3.2 Exploring the meaning of the teachings of high school students

According to the results of the study of the motivation of the teaching of high school students (a method for determining the meaning of the teaching of high school students "(Katashev V.G.), it can be said that the majority of high school students 52.2% - 24 high school students are characterized by an average level of motivation for learning at school (Table 5). High school students with normal and high levels of motivation exercise account for 19.55% each - 5 people from the total number of respondents.

Table 5 "Study of the meaning of the doctrine" (Katashev V.G.).

Determining the level of meaning of the teachings of high school students

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















































Group average

Note: - prevailing score.

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

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

II group of high school students - with a low level of the meaning of teaching.

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

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

Table 6 Evaluation of the level of meaning of the teachings of high school students

3.3 The relationship of professional choice and the meaning of the teachings of high school students

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

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

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

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

Let's compare the level of professional choice and the level of meaning of high school students' teaching (Table 7).

Table 7 Comparison of the level of professional choice and the level of meaning of the teaching of high school students

The calculation of the significance of differences in the level of professional choice and the meaning of the teachings of high school students was made according to the Student's criterion with a freedom number of 26.7.

It can be concluded that there is a relationship between the professional choice and the meaning of the teachings of high school students. The reliability of differences in the levels of professional choice and the meaning of the teachings of high school students was determined by means of Student's t-test (Table 8).

Sample 1 (B.1) - Professional choice

Sample 2 (C.2) - Meaning of the doctrine

Table 8 Calculation of Student's t-test

Result: t Emp = 3.8

Critical values

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

conclusions

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

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

Having calculated the average total score on each scale, we found that, in general, the class has an average level of motivation for learning.

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

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

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

On this basis, we can offer:

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

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

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

motivational profile training

Conclusion

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

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

The study of the professional motivation of adolescents makes it possible to single out several levels of involvement of a high school student in the learning process. Each of these stages is characterized, firstly, by the attitude to learning on the basis of: academic performance and attendance, the general activity of adolescents in terms of the number of questions and requests to the teacher, the voluntariness of completing educational tasks, the absence of distractions, the breadth and stability of interests in different aspects of learning. ).

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

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

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

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

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Applications

Annex 1

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

Answer form


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

Appendix 2

Answer form

Annex 3

"Methodology for determining the meaning of the teachings of high school students"

Questionnaire of motives

1. What prompted you to choose this profession?

1) I'm afraid to be unemployed in the future.

2) I strive to find myself in this profile.

3) Some items are interesting.

4) It is interesting to study here.

5) I teach because everyone demands.

6) I teach in order to keep up with my comrades.

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

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

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

1) I work actively when I feel that it is time to report.

2) I work actively when I understand the material.

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

4) I work actively because I like to study.

3. How do you explain your attitude to the study of specialized subjects?

1) If it were possible, I would skip classes that I do not need.

2) I need knowledge only of certain subjects or topics necessary for the future profession.

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

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

4. What kind of work in the classroom do you like the most?

1) Listen to the teacher's lesson.

2) Listen to the answers of classmates.

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

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

5. Does it often happen in class that you don’t feel like doing anything?

6. If the training material is difficult, do you try to understand it completely?

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

8. When faced with difficulty in understanding new material, will you put in the effort to understand it completely?

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

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

11. Do you think that for life it is necessary to more or less learn everything?

12. If you feel that something is not working out for you, does the desire to learn disappear?

13. What do you think: the main thing is to get the result, no matter in what ways?

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

15. Do you find it difficult to get into work and do you need any pushes?

16. Does it happen that studying at the university is interesting, but you don’t feel like studying at home?

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

18. If you have not solved a difficult problem, but you can go to the cinema or take a walk, will you begin to solve the problem?

19. When doing homework, do you rely on someone's help and do you mind copying from your comrades?

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

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

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Methodology for determining the motivation of the teachings of Katashev in the International Student Scientific Bulletin. Purpose, objectives of the study

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