OPEN ACCESS JOURNALS
|JournalsTopicsAuthorsEditor's Choice||About PsyJournals.ruContact Us|
Diagnostics Method of Learning Motivation in Pedagogical University Students
Pakulina S.A., Associate Professor, Psychology Chair, Chelyabinsk State Pedagogical University, Russia
Ketko S.M., Professor, Chelyabinsk Military Aviation Institute for Navigators, Russia
The authors developed and tested a method for studies of learning motivation in students of a pedagogical university. While developing the method authors considered the following theoretical studies on motivational structure of students in the university: T.A. Ivanova, A.K. Markova, V.I. Chirkov and K. Strcake The technique allows distinguishing three groups of motives in the external and internal learning motivation: admission to university, actually operating professional motives and their dominance, specification of learning motivation development level. The method also provides an opportunity to study learning motivation dynamics in the process of studying at a university. The diagnostics results indicate that the university has rather extensive reserves for motivating students to learning and requires thoughtful organizational and intense managerial and educational efforts by the teaching staff in order to provide competent effect on the increase of the students’ motivational structures in learning activities. The technique may be useful for studying relationship between motivation to achieve success, learning motivation and students’ adaptation to university, students’ value orientations in the process of studying; as well as a diagnostics tool in motivational trainings and in general for creating an outlook of personality’s social development. The technique may be used to diagnose learning motivation in universities with a different major profile if to adapt two statements to the university specifics.
Keywords: learning motivation, intrinsic motivation, extrinsic motivation, relevant motives, irrelevant reasons, level of learning motivation development.
Column: Pedagogical Psychology