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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Exploring First Graders’ Learning Motivation in Different Educational Environments 1163

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

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.

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

Column: Educational Psychology

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

For Reference

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 »).

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