Exploring First Graders’ Learning Motivation in Different Educational Environments

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Abstract

We present results of our study, the purpose of which was to find out the connection between the sociocultural components of the school educational environment and the first-graders' learning motivation. Our hypothesis is that the first-graders' learning motivation in a school with a communication-oriented model of the educational environment differs from that of first-graders in schools without communicative orientation. Using the techniques ‘Me at school’, ‘Six stories’ and ‘Let’s talk about school’ we surveyed 180 first-graders at two elementary Moscow schools: 126 children at school with a communicate-oriented model of the educational environment and 54 children at school without such orientation. The results revealed differences in the first-graders' learning motivation at schools with different models of the educational environment. The majority of the first graders at the school with a communicative-oriented model had pronounced social and learning motives and showed high levels of learning motivation. As for the school without communicative orientation, about a half of the first graders displayed motives of high achievements (to occupy a high status position in the future and get high marks) and had an average level of learning motivation.

General Information

Keywords: attitude to school, learning motivation, school educational environment, communicate-oriented model of the school educational environment, elementary school, first-grader

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2020250101

Funding. This work was supported by the Moscow State University of Psychology and Education (project «Creating a pool of techniques for monitoring of educational motivation »).

For citation: Denisenkova N.S. Exploring First Graders’ Learning Motivation in Different Educational Environments. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 1, pp. 5–15. DOI: 10.17759/pse.2020250101. (In Russ., аbstr. in Engl.)

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Information About the Authors

Nataliya S. Denisenkova, PhD in Psychology, Associate Professor, Professor of Social Psychology of Development Chair, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1740-3995, e-mail: nataliya-denisenkova@yandex.ru

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