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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Published since 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Learning Motivation Development in First- and Second-Year Pupils of Modern Elementary School (A Longitudinal Research) 3985

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Goutkina N.I.
PhD in Psychology, Senior Researcher (academic rank), the Author was a Member of L.I. Bozhovich’s Laboratory, Psychological Institute of the Russian Academy of Education, Moscow, Russia
e-mail: n-gootkina@mail.ru

Abstract
The article describes the results of a research on learning motivation development in pupils that was conducted in several Moscow schools over the past few years (this article is the first part of the description of a four-year longitude on learning motivation dynamics in modern elementary school pupils). The research was carried out using the experimental method (a technique by N.I. Goutkina 'A Fairy Tale') and several questionnaires (a technique by N.I. Goutkina 'Inner Schoolchild Position' and a technique by N.G. Louskanova). The results obtained in the research show negative dynamics of learning motivation in pupils during the first two years of school, and it is pupils with initially high level of learning motivation that these two years have the worst effect on.

Keywords: motivational school readiness, learning motivation, cognitive motives of learning, social motives of learning, inner schoolchild position, development, dynamics, first-year pupils, second-year pupils

Column: Empirical Research

For Reference

References
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