Learning motivation of older adolescents in different educational environments

Context and relevance. Learning motivation is the most important component of educational activity. The specification of educational motivation in different educational environments representing the modern context of secondary education in Russia should be based both on understanding of the processes of student's personal development and on the knowledge of the specifics of each educational environment. Objective. To analyze the specifics of educational motivation in the context of the personal development of older adolescents studying in three different educational environments (grades 10-11 of a regular secondary school and two colleges with different levels of entrance tests and academic performance requirements for applicants). Hypothesis. There are significant differences in the nature of students' learning motivation in three different educational environments, in the place of this motivation in the general structure of the motivation-need sphere of their personality and in a number of other personal characteristics of these adolescents. Methods and materials. The study involved 342 16–18-year-old adolescents studying in three different educational environments. The following research methods were used: the Method of Motivational Induction (MMI) by J. Nuttin, "Academic Motivation Scale for Schoolchildren" (AMS-S) created by T.O. Gordeeva et al., the questionnaire "Achievement Goal Questionnaire" (AGQ) – the Russian version of the questionnaire by E. Elliott et al. (M.G. Nikitskaya, I.L. Uglanova), "Satisfaction with Life Scale" (SWLS) by E. Diener adapted by E.N. Osin and D.A. Leontiev. Results. Statistically significant differences were revealed between the groups of adolescents studying in three educational environments in terms of the content of learning motivation and learning achievement goals, in the place of learning motivation in motivation-need sphere of adolescents, as well as in the relation of learning motivation to life satisfaction. Conclusions. The results may be used to improve the quality of education and upbringing of adolescents in schools and colleges of Russia with different contingent of students and various professional training programs.

Supplemental data. Datasets аvailable from https://doi.org/10.48612/MSUPE/t219-342f-zvf4

1. Бондаренко, И.Н., Фомина, Т.Г. (2023). Осознанная саморегуляция и психологическое благополучие как ресурсы академической успешности младших подростков: структурная модель. Психолого-педагогические исследования, 15(3), 23–37. https://doi.org:/17759/psyedu.2023150302
   Bondarenko, I.N., Fomina, T.G. (2023). Conscious Self-Regulation and Psychological WellBeing as Resources for Academic Success in Young Adolescents: A Structural Model. Psychological-Educational Studies, 15(3), 23–37. (In Russ.). https://doi.org:/10.17759/psyedu.2023150302
2. Головей, Л.А., Данилова, М.В., Груздева, И.А. (2019). Психоэмоциональное благополучие старшеклассников в связи с готовностью к профессиональному самоопределению. Психологическая наука и образование, 24(6), 63–73. https://doi.org:/10.17759/pse.2019240606
   Golovei, L.A., Danilova, M.V., Gruzdeva, I.A. (2019). Psycho-Emotional Well-Being of High School Students in Relation to Their Readiness for Professional Self-Determination. Psychological Science and Education, 24(6), 63–73. (In Russ.). https://doi.org:/10.17759/pse.2019240606
3. Гордеева, Т.О., Сычев, О.А., Гижицкий, В.В., Гавриченкова, Т.К. (2017). Шкалы внутренней и внешней академической мотивации школьников. Психологическая наука и образование, 22(2), 65–74. https://doi.org:/10.17759/pse.2017220206
   Gordeeva, T.O., Sychev, O.A., Gizhitskii, V.V., Gavrichenkova, T.K. (2017). Intrinsic and Extrinsic Academic Motivation Scale for Schoolchildren. Psychological Science and Education, 22(2), 65–74. (In Russ.). https://doi.org:/10.17759/pse.2017220206
4. Егоренко, Т.А. (2019). Мотивация обучения как аспект самоопределения личности на этапе ее допрофессионального развития. Современная зарубежная психология, 8(2), 49–55. https://doi.org:/10.17759/jmfp.2019080205
   Egorenko, T.A. (2019). Learning Motivation as an Aspect of Personality Self-Determination at the Stage of Pre-Professional Development. Journal of Modern Foreign Psychology, 8(2), 49–55. (In Russ.). https://doi.org:/10.17759/jmfp.2019080205
5. Никитская, М.Г. (2024). Учебная мотивация старших подростков, обучающихся в разных образовательных средах: Набор данных. RusPsyData: Репозиторий психологических исследований и инструментов. М. URL: https://doi.org/10.48612/MSUPE/t219-342f-zvf4 (дата обращения: 15.12.2024).
   Nikitskaya, M.G. (2024). Learning motivation of older adolescents studying in different educational environment: Dataset. RusPsyData: Psychological Research Data and Tools Repository. Moskow. (In Russ.). URL: https://doi.org/10.48612/MSUPE/t219-342f-zvf4 (viewed: 15.12.2024).
6. Никитская, М.Г., Угланова, И.Л. (2021). Русскоязычная версия опросника целей учебных достижений: разработка, валидизация и исследование функциональных возможностей. Психологическая наука и образование, 26(5), 67–84. https://doi.org/10.17759/pse.2021260506
   Nikitskaya, M.G., Uglanova, I.L. (2021). The Russian version of the educational Achievement Goal Questionnaire: development, validation and research of functionality. Psychological Science and Education, 26(5), 67–84. (In Russ.). https://doi.org/10.17759/pse.2021260506
7. Нимец, А.Р., Толстых, Н.Н. (2024). Внешняя мотивация как позитивный фактор учения у студентов колледжа. В.: Социальная психология: вопросы теории и практики. Материалы IХ Международной научно-практической конференции памяти М.Ю. Кондратьева «Социальная психология: вопрос теории и практики» (с. 481–483). М.: ФГБОУ ВО МГППУ.
   Nimets, A.R., Tolstykh, N.N. (2024). Extrinsic motivation as positive factor of college students learning. In: Social psychology: issues of theory and practice. Materials of the IX International Scientific and Practical Conference in memory of M.Y. Kondratiev "Social psychology: questions of theory and practice" (pp. 481–483). Moscow: FGBOU VO MGPPU (In Russ.).
8. Нюттен, Ж. (2004). Действие, мотивация и перспективы будущего (Д.А. Леонтьев, ред.) М.: Смысл.
   Nuttin, J. (2004). Action, motivation and future time perspective (D.A. Leont'ev, ed). Moscow: Smysl. (In Russ.).
9. Осин, Е.Н., Леонтьев, Д.А. (2020). Краткие русскоязычные шкалы диагностики субъективного благополучия: психометрические характеристики и сравнительный анализ. Мониторинг общественного мнения: Экономические и социальные перемены, 1, 117–142. http://doi.org/10.14515/monitoring.2020.1.06
   Osin, E.N., Leont'ev, D.A. (2020). Brief Russian-language instruments to measure subjective well-being: psychometric properties and comparative analysis. Monitoring of public opinion: economic and social changes, 1, 117–142. (In Russ.). http://doi.org/10.14515/monitoring.2020.1.06
10. Толстых, Н.Н. (2005). Использование метода мотивационной индукции для изучения мотивации и временной перспективы будущего. Психологическая диагностика, 3, 77–94. URL: https://studfile.net/preview/2976755/page:11/ (дата обращения: 05.02.2025).
    Tolstykh, N.N. (2025). Using the method of motivational induction to study motivation and the time perspective of the future. Psychological diagnostics, 3, 77–94. (In Russ.). URL: https://studfile.net/preview/2976755/page:11/ (viewed: 05.02.2025).
11. García-Ros, R., Pérez-González, F., Tomás, J.M. et al. (2023). Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education. Psychol., 42, 26602–26616. https://doi.org/10.1007/s12144-022-03759-8
12. Kaya, M., Erdem, C. (2021). Students’ well-being and academic achievement: A meta-analysis study. Child Indicators Research, 14(5), 1743–1767. https://doi.org/1007/s12187-021-09821-4
13. Klapp, T., Klapp, A. & Gustafsson, J.E. (2024). Relations between students’ well-being and academic achievement: evidence from Swedish compulsory school. Eur J Psychol Educ., 39, 275–296. https://doi.org/10.1007/s10212-023-00690-9
14. Morosanova, V.I., Fomina, T.G., Bondarenko, I.N. (2021). Dynamics of Interrelationships between Conscious Self-regulation, Psychological Well-being and School-related Subjective Well-being in Adolescents: Three-year Cross-lagged Panel Study. Psychology in Russia: State of the Art, 14(3), 34–49. https://doi.org/:10.11621/pir.2021.0303
15. Nuttin, J. (1980). Motivation et Perspective d’Avenir. Louvain: Presses Universitaire de Louvain.