ORIENTATION DYNAMIC OF STUDENTS` EDUCATIONAL MOTIVATION OF DIFFERENT COURSES DURING THE ACADEMIC YEAR

Abstract

The article is devoted to the actual psychological and pedagogical problem seen as the change of students’educational motivation in the learning process. Speaking about the types of orientation the authors assume the external and internal motivation in relation to the learning process. The authors use the questionnaire «Profile of students’ academic motivation», which distinguishes three intrinsic motivations (cognitive, achievements, self-development) and 3 extrinsic motivations (self-esteem, introjected and external), and a separate amotivation scale. Under the amotivation, the authors understand the lack of academic motivation. The study was conducted among undergraduate students from the first to the fourth year of study. Participants completed the questionnaire 2 times: at the beginning and end of the academic year. The article presents the results of a comparison of these two sections. As a result of the analysis of the results of the study, significant differences in the internal and external motivational orientation of the first and third year students were revealed. The first-year students increased their motivation for achievement, and the level of motivation for self-esteem and introjection motivation decreased. Thus, it can be concluded that the students of first-year students increase their internal motivation and reduce the external one. They find it more interesting to set themselves challenging tasks and solve them, rather than just going to university because of the prestige of getting higher education in an institution with a great name. For the third year students, we detected a reverse trend. During the third year internal motivation is reduced and the level of amotivation is increased. This confirms the assumption that the third course is a crisis period in the formation of a specialist.