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Differences in the motivation of students trained on different majors for example, Moscow State Linguistic University
https://doi.org/10.15372/PEMW20180319
Abstract
The article is devoted to the actual psychological and pedagogical problem seen as dif-ferences in the motivational sphere of students in different programs of education. 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). Amotivation is defined as a lack of any motivation for learning. In addition to the questionnaire, two questionnaires are used to identify the structure of the achievement motivation and satisfying the basic needs of the individual. The students of two bachelor programs participated in the research: «Psychology» and «Psychological and Pedagogical Education». Participants of the research completed the questionnaire 3 times within 18 months. As a result of the study, significant differences in indicators were revealed: success as a material standard of living, success as a mental state, cognitive motivation, amotivation, integral indicator of internal motivation, success-luck, success-recognition. Since there were no significant differences between the satisfaction of the basic needs, it allowed the authors to assume that the impact on the motivational indicators is not so much at the level of the teacher-student interaction, as at the level of organization of the entire educational process in general. Comparing the two federal state standards in these programs, it is possible to identify differences in the number of credit units for practices, classroom activities, and types of professional activity. Thus, it can be concluded that motivational indicators can be influenced by such factors as: the ratio of hours of classroom practice and industrial practice, the number of competencies formed and the diversity of types of professional activity that the student must learn.
About the Authors
T. A. DvoretskaiaRussian Federation
Tatiana A. Dvoretskaia – PhD-student at the Chair of Psychology and Pedagogical Anthropology.
38 Ostozhenka str., Appt. 1, 119 034 Moscow
L. R. Akhmadieva
Russian Federation
Liya R. Akhmadieva – Candidate of Psychology, Associate Professor at the Chair of Psychology and Pedagogical Anthropology.
38 Ostozhenka str., Appt. 1, 119 034 Moscow
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Supplementary files
For citation: Dvoretskaia T.A., Akhmadieva .R. Differences in the motivation of students trained on different majors for example, Moscow State Linguistic University. Professional education in the modern world. 2018;8(3):2104-2112. https://doi.org/10.15372/PEMW20180319
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