Specificity of the relationship between emotional and conceptual components of educational motivation

The purpose of this work was to study the sexual characteristics of the relationship between the emotional reflection of high school students in the objects-values of school life and their awareness of the reasons for the need for schooling (motivation). Separately for groups of boys and girls, the following were revealed: 1) the structure of the emotional attitude to the values of school life by means of factor analysis of estimates using the method of the Semantic Differential; 2) the correlation of the identified factors with different explanations-motivations of the reasons for schooling (70 options). Schoolchildren of grades 9—11 (15—17 years) of two schools in Moscow were studied, only 253 pupils (132 boys and 121 girls), including 90 students at the same time (48 boys and 42 girls). As a result, it was found that boys have 3 factors of emotional attitude to learning (cognitive motivation, avoidance and affiliation), while girls have 4. In addition to three similar to boys, they have a communication factor. The interrelationships of these factors-motives with the variants of a conscious explanation of the reasons for the need for schooling were revealed, which made it possible to discover the qualitative specifics of the conceptual sphere of students of different sexes.

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