STUDENTS’ LEARNING MOTIVATION OF DIFFERENT YEARS OF STUDY
DOI:
https://doi.org/10.28925/2414-0325.2021.1114Keywords:
learning motivation, internal motivation, external positive motivation, external negative motivation, bachelor's students, master's studentsAbstract
Motivation of students' educational activity is one of the important conditions for training modern specialists at higher education institutions. The problem is insufficiently studied concerning the dynamics of student motivation for different years of study. The purpose of the article is to study the parameters of students’ learning motivation in different years of study. We solved the following main tasks: conducted an anonymous electronic survey of 800 bachelor's degree students (1-4 years) and 271 master's students (1-2 years), identified and compared parameters of learning motivation (internal motivation, external positive motivation, external negative motivation) on the basis of Uzhhorod National University. The study (2020) shows that the majority of bachelor's and master's students of different years of study (80-84%) have optimal motivational complexes. Either internal or external positive motivation dominates, or they are the equal, but higher than external negative motivation. We observed the predominance of indicators of external negative motivation for some students (16-20%). These students have the most common motivational complexes: external negative motivation, or its value is equal to the internal, external positive motivation. Similar results occur in the case of comparing bachelor's and master's students in general: about 82% have optimal motivational complexes, about 18% have external negative motivation. The c2-criterion (p ≤0,05) confirmed the formation of similar motivational complexes by students. Internal motivation prevails mostly among the first-year bachelor's (55,20%) and first-year master's (51,66%) students. The influence of external factors increases in the following years of study, the number of students with external positive motivation grows. We found a slightly greater impact of negative motivational factors on the first-year bachelor's and master's students, as among them there is the highest percentage of students with a predominantly external negative motivation. This parameter decreases in the following years of study.
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