Dynamics of Motivation Development in Second Phase of Primary School Age

The article presents the results of a study based on the principle of a longitudinal study, which reveals the dynamics of the development of educational motivation and broad social motivation in children. The study involved 44 children aged 9-10years (27 boys and 17 girls) who studied in the 3^rd grade in the 2022-2023 academic year and in the 4^th grade in the 2023-2024 academic year. In the study of motivation, the methods "The level of motivation of teaching" and "Subjective position", the method of motivational preferences "Goldfish" and the method "Golden Age" were used. It is shown that children at the end of primary school age are characterized by a combination of object and subject positions in relation to education; the changes occurring at this time in educational motivation are traced– a decrease in its level from 3^rd to 4^th grade. The relative stability of motivation with a broader social context has been established. There are only two trends – a weakening of "children's" desires (possession of things, toys, etc.) and an increased focus on achieving emotional and material well-being. The correlations between the indicators of educational and broad social motivation are revealed. In particular, a perspective and optimal subjective position in relation to education correlates with a focus on the future, the realization of one's goals, friendship with peers and concern for the well-being of the teacher.

1. Andreeva A.D. Otnoshenie shkol'nikov 7–12 let k svoemu vozrastu kak sub"ektivnyi komponent sotsial'noi situatsii razvitiya [The attitude of schoolchildren aged 7-12 years to their age as a subjective component of the social situation of development]. Teoreticheskaya i ehksperimental'naya psikhologiya [Theoretical and Experimental Psychology], 2019. Vol. 12, no. 1, pp. 6–14. (In Russ.).
2. Vilenskaya G.A. Rol' kontrolya povedeniya v uspevaemosti i sotsial'noi kompetentnosti mladshikh shkol'nikov [The role of behavior control in the academic performance and social competence of younger students]. Teoreticheskaya i ehksperimental'naya psikhologiya [Theoretical and Experimental Psychology], 2023. Vol. 16, no. 4, pp. 240–258. DOI:10.11621/TEP-23-38 (In Russ.).
3. Vygotskii L.S. Problema vozrasta [The problem of age]. Sobranie sochinenii: V 6 tomakh. Tom 4 [Collected Works: in 6 vol. Vol. 3]. Moscow: Pedagogika Publ., 1984, pp. 244–268. (In Russ.).
4. Gerasimova YU.O. Struktura tselei v klasse kak faktor sotsial'no-ehmotsional'nogo razvitiya mladshikh shkol'nikov [The structure of goals in the classroom as a factor of social and emotional development of younger students]. Sovremennaya zarubezhnaya psikhologiya = Modern Foreign Psychology, 2023. Vol. 12, no. 4, pp. 157–167. DOI:10.17759/jmfp.2023120414 (In Russ.).
5. Gutkina N.I. Razvitie uchebnoi motivatsii uchashchikhsya v pervykh dvukh klassakh sovremennoi nachal'noi shkoly (longityudinal'noe issledovanie) [The development of educational motivation of students in the first two grades of modern primary school (longitudinal study)]. Kul'turno-istoricheskaya psikhologiya = Cultural-historical psychology, 2007, no. 2, pp. 62–74. (In Russ.).
6. Danilova E.E. Soderzhanie i dinamika motivatsionnykh predpochtenii sovremennykh mladshikh shkol'nikov i mladshikh podrostkov [Content and dynamics of motivational preferences of modern primary school children and young teenager]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2019. Vol. 24, no. 4, pp. 51–61. DOI:10.17759/pse.2019240404 (In Russ.).
7. Danilova E.E. Osobennosti motivatsionnoi sfery sovremennykh rossiiskikh shkol'nikov: soderzhanie, vozrastnaya dinamika, rol' obrazovatel'noi sredy [Features of the motivational sphere of modern Russian schoolchildren: content, age dynamics, the role of the educational environment]. Vestnik Mininskogo universiteta [Bulletin of the Minin`s University], 2022. Vol. 10, no. 1, pp. 6. DOI:10.26795/2307-1281-2022-10-6 (In Russ.).
8. Egorenko T.A., Lobanova A.V., Radchikova N.P. Diagnostika trudnostei v obuchenii v oblasti sotsial'noi adaptatsii u mladshikh shkol'nikov [Diagnosis of learning difficulties in the field of social adaptation in primary school children]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2023. Vol. 28, no. 5, pp. 154–167. DOI:10.17759/pse.2023280512 (In Russ.).
9. Zaretskii Yu.V., Zaretskii V.K., Kulagina I.Yu. Metodika issledovaniya sub"ektnoi pozitsii uchashchikhsya [Methods of study of an agency position of pupils]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2014, no. 1, pp. 98–109. (In Russ.).
10. Kulagina I.Yu., Apasova E.V., Fedorov V.V. Metodika opredeleniya urovnya uchebnoi motivatsii v mladshem shkol'nom vozraste [Methodology for determining the level of educational motivation in primary school age]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5, pp. 43–53. DOI:10.17759/pse.2021260504 (In Russ.).
11. Kulagina I.Yu., Shumakova N.B. Orientatsiya na budushchee odarennykh mladshikh shkol'nikov: blizhnie i dal'nie tseli [Orientation towards the future of gifted primary school children: near and far goals]. Psikhologo-pedagogicheskie issledovaniya = Psychological-Educational Studies, 2021. Vol. 13, no. 1, pp. 3–19. DOI:10.17759/psyedu.2021130101 (In Russ.).
12. Leont'ev A.N. Psikhologicheskie osnovy razvitiya rebenka i obucheniya [Psychological foundations of child development and learning]. Moscow: Smysl, 2019. 423 p. (In Russ.).
13. Ostroverkh O.S. Obrazovatel'noe prostranstvo uchebnoi deyatel'nosti kak uslovie sub"ektnosti ee uchastnikov [The educational space of educational activity as a condition for the subjectivity of its participants]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2022. Vol. 27, no. 3, pp. 16–27. DOI:10.17759/pse.2022270302 (In Russ.).
14. Petrovskii A.V. Psikhologiya v Rossii: XX vek. [Psychology in Russia: the twentieth century]. Moscow: URAO Publ., 2000. 312 p. (In Russ.).
15. Rubtsov V.V., Isaev E.I., Konokotin A.V. Uchebnaya deyatel'nost' kak zona blizhaishego razvitiya refleksivnykh i kommunikativnykh sposobnostei detei 6–10 let [Educational activity as a zone of immediate development of reflexive and communicative abilities of children aged 6-10 years]. Kul'turno-istoricheskaya psikhologiya = Cultural-historical psychology, 2024. Vol. 20, no. 1, pp. 28–40. DOI:10.17759/chp.2022180103 (In Russ.).
16. Rubtsov V.V., Ehl'konin B.D., Tsukerman G.A., Ulanovskaya I.M. Shkola D.B. Ehl'konina – V.V. Davydova: ot istorii k perspektivam [The School of D.B. Elkonin – V.V. Davydov: from history to prospects]. Kul'turno-istoricheskaya psikhologiya = Cultural-historical psychology, 2022. Vol. 18, no. 1, pp. 16–26. DOI:10.17759/chp.2024200104 (In Russ.).
17. Uchebnaya motivatsiya: razrabotka metodicheskogo instrumentariya [Academic motivation: development of methodological tools]. Monografiya / Pod red. N.N. Tolstykh. Moscow: INFRA-M Publ., 2024. 183 p. (In Russ.).
18. Tsukerman G.A. Dve fazy mladshego shkol'nogo vozrasta [Two phases of primary school age]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2000, no. 2, pp. 45–67. (In Russ.).
19. Tsukerman G.A. Perekhod iz nachal'noi shkoly v srednyuyu kak psikhologicheskaya problema [Transition from primary school to secondary school as a psychological problem]. Voprosy psikhologii [Questions of phsychology], 2001, no. 5, pp. 19–34. (In Russ.).
20. Shadrikov V.D. Ontogenez: ot instinktivnoi aktivnosti k deyatel'nosti [Ontogenesis: from instinctive activity to performance]. Kul'turno-istoricheskaya psikhologiya = Cultural-historical psychology, 2023. Vol. 19, no. 2, pp. 80–87. DOI:10.17759/chp.2023190 (In Russ.).
21. Ehl'konin D.B. Psikhicheskoe razvitie v detskikh vozrastakh. Izbrannye psikhologicheskie trudy [Mental development in childhood. Selected psychological works]. Moscow: IPP Publ., Voronezh: MODEHK Publ., 1995. 416 p. (In Russ.).
22. Arias J., Soto-Carballo J.G., Pino-Juste M.R. Emotional intelligence and academic motivation in primary school students. Psicologia: Reflexão e Crítica, 2022. Vol. 35:14, is. 1. DOI:10.1186/s41155-022-00216-0
23. Boutakidis I., Rodriguez J.L. Academic motivation and engagement across three generations of Latino/a junior high school students. Journal of Latinos and Education, 2022. Vol. 21, no. 5, pp. 468–481. https://www.tandfonline.com/doi/abs/10.1080/15348431.2019.1674147
24. Cohen R. et al. Understanding shifts in students’ academic motivation across a school year: The role of teachers’ motivating styles and need-based experiences. European Journal of Psychology of Education, 2023. Vol. 38, no. 3, pp. 963–988. https://link.springer.com/article/10.1007/s10212-022-00635-8
25. Hornstra L. et al. Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person-and variable-centered approach. Learning and Individual Differences, 2023. Vol. 107, pp. 102345.
26. Hwang S. et al. Callous-unemotional traits and antisocial behavior in South Korean children: Links with academic motivation, school engagement, and teachers’ use of reward and discipline. Journal of abnormal child psychology, 2020. Vol. 48, pp. 1183–1195. https://link.springer.com/article/10.1007/s10802-020-00663-2
27. Kim S., Choi N. The relationships between children’s ego function and fear of negative evaluation affecting academic failure tolerance in early school age: Analysis by grade level considering sustainability of academic motivation. Sustainability, 2020. Vol. 12, no. 5, pp. 1888. https://ww5w.mdpi.com/2071-1050/12/5/1888
28. Lerner R.E., Grolnick W.S. Maternal involvement and children’s academic motivation and achievement: The roles of maternal autonomy support and children’s affect. Motivation and Emotion, 2020. Vol. 44, no. 3, pp. 373–388. https://link.springer.com/article/10.1007/s11031-019-09813-6
29. Takizawa Y., Kobayashi K. Cross-sectional, longitudinal relationships of gender, academic motivation, learning activities, and lifestyle activities with academic performance among Japanese children: A 3-year sequential cohort study. International Journal of Educational Research Open, 2022. Vol. 3, pp. 100149. DOI:10.1016/j.ijedro.2022.100149
30. Usán P. et al. Behaviour patterns between academic motivation, burnout and academic performance in primary school students. International journal of environmental research and public health, 2022. Vol. 19, no. 19, pp. 12663. https://www.mdpi.com/1660-4601/19/19/12663
31. Zheng Q. The relationship between academic motivation and academic performance of elementary school students: The mediation role of academic procrastination. Addressing Global Challenges-Exploring Socio-Cultural Dynamics and Sustainable Solutions in a Changing World. Routledge, 2024, pp. 481–490. DOI:10.1201/9781032676043-67481