STUDENTS' STUDY MOTIVES AND THE CONDITIONS OF THEIR FORMATION

Abstract

The study of the structure of educational motivation among first- and second-year students showed that it is absolutely the same for students with both high and low professional orientation. In all courses, the leading rank place is occupied by professional motivations for learning, and this is evidence that students see the goals and values of higher education and the learning process itself, primarily in the realization of professional aspirations. Thus, the desire to become a professional in a certain type of activity, which acts as a motive-goal, fills the educational activity itself with professional content. As for other types of motivation, their importance and rank changes differently at different stages of training in each group. Only in the 5th year in both groups utilitarian (mainly material) motives begin to dominate cognitive motives and motives of social identification. In general, it can be said that the structure of educational motives among students of group A in the process of their education is more dynamic and differentiated, due to which, obviously, these students maintain a high level of educational and cognitive activity at all stages of education. The conditions for the formation and development of motives for professional achievement in student age are as follows: formed professional image of students; a clearly defined and realized ultimate goal of learning; understanding of the practical significance and connection with the ultimate goal of each individual occupation, each type of work; the use of methods of emotional regulation in educational activities. The conditions for the formation and development of cognitive learning motives are determined by: conducting the educational process at the level of the student's functional capabilities, maximum reliance on thinking activity; emotional learning atmosphere; favorable communication in the educational process; activation of students' educational activities. Research by psychologists has shown that mastering the methods of cognitive activity has a high motivating potential. One of the ways to implement this idea can be such an organization of the educational process, under the conditions of which interest in methods of independent acquisition of knowledge would be formed and constantly maintained.