Specificity of subjective position and learning motivation among primary school students

Context and relevance. The research is aimed at studying the formation and qualitative features of a subjective position and learning motivation among primary school students. The materials of an empirical study obtained on a sample of primary school-age students, which included students from third (N = 923) and fourth (N = 990) grades, are presented. The average age of the respondents was 9,5 ± 0,6 years (median = 10 years), 49,7% were female. Methods and Materials. The academic self-regulation and “Subjective Position” questionnaires were used. Results. The level of subjective/objective position does not change significantly from the third to the fourth grade, while the subjective position is most pronounced, the objective position is slightly less represented, and the negative position is even less pronounced. Among the motivational characteristics, intrinsic motivation (both cognitive and self-development), identified motivation and positive introjected motivation prevail. The least represented are external motives. There is a slight decrease in academic self-regulation indicators by the fourth grade, and the nature of connections between the studied variables also changes: the links between the subjective position and academic self-regulation indicators weaken, while those between the objective position and academic self-regulation indicators strengthen. Conclusions. In the study has been shown that the personal educational outcomes embedded in the current Federal State Educational Standards for Primary General Education are achieved only partially: students demonstrate a fairly high level of formation of a subjective position, i.e., activity, initiative, inquisitiveness, and independence in learning. However, there are problems with maintaining academic motivation, which tends to gradually decrease by the end of the primary school age.

Supplemental data. Datasets аvailable from https://ruspsydata.mgppu.ru/handle/123456789/175

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