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Formation of Adolescents’ Achievement Motivation in Modern Educational Space 892
Ermolova T.V.
PhD in Psychology, Head of the Chair of Foreign and Russian Philology, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: yermolova@mail.ru Litvinov A.V.
PhD in Education, associate professor of the chair of foreign and Russian philology, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: alisal01@yandex.ru Balygina E.A.
PhD in Philology, Department of Foreign and Russian Philology, Moscow State University of Psychology & Education, Moscow, Russia
e-mail: balygina@nextmail.ru Guzova A.V.
Associate professor of the department of Foreign and Russian Filology , Moscow State University of Phycology and Education, Moscow, Russia
e-mail: Sashenka_0879@mail.ru
Analyzing studies on motivation carried out by foreign scholars in 2017–2019 one can identify the following trends in search of motivational factors of achievements at school level and family miсrocommunity: the desire to stand out and assimilate, attractiveness and popularity, family tradition of education, relationships with parents, self-image, resilience. These studies distinctly show the value of motivational climate and suspended individual supporting strategies focused on life goals, including emotional involvement. Deep involvement in school life and the authority of the teacher can be regarded as predictors of high achievement motivation of junior adolescents. The review analyzes the reasons of reduction in learning motivation of high schoolers. The article discusses the models that demonstrate the role of belief in self-efficacy and role of mother and father in the formation of school achievement motivation. The authors show that scientists gradually shift the emphasis in the direction of non-invasive ways of shaping the «induced» learning motivation and targeted motivation for learning of particular top-requested disciplines.
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