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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Open Access Journal

 

Relationship between Learning Motivation and Reflection in Undergraduate Students

Tikhomirova T.S., Education psychologist, State Budgetary Educational Institution School №1321 «Kovcheg», Moscow, Russia, t_tatyana_92@list.ru
Kochetkov N.V., Ph.D. in Psychology, assistant professor at the Social psychology faculty of Moscow State University of Psychology and Education, Moscow State University of Psychology, Moscow, Russia, nkochetkov@mail.ru
Abstract
This article aims to study the relationship between personal reflection and the intensity of motivation for learning in a university.In order to achieve this goal, the following techniques were employed: A.V.Karpov and V.V.Ponomaryova’s technique for identifying the individual level of reflectivity, and T.I.Ilyina’s technique for assessing learning motivation in university students.The empirical study involved 143 subjects.The obtained data indicate that for the first-year students the meaning of the ‘mastering the profession’ motive is directly connected with their reflections on the present and future activities, while the meaning of the ‘getting a diploma’ motive is inversely correlated with the reflection of communication.In the second year, the intensity of the ‘gaining knowledge’ motive correlates with the reflection of communication, and the meaning of the ‘mastering the profession’ motive has an inverse relationship with the reflection of future activity.In the third year, the values of the motive for acquiring knowledge correlate with the integral indicator of reflection, whereas in the fourth year none of the reflection components are interconnected with the components of the motivation for learning in the university.

Keywords: higher education, learning activity, undergraduate programmes, learning motivation, adequacy of motivation, reflection

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/pse.2018230609

For Reference

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