Keyword: «educational motivation»

The hypothesis that the phenomenon of procrastination is related to educational motivation in this article is confirmed by the results of testing. The methodology is used, and the dynamics of results are evaluated. The article presents the results of research on the phenomenon of procrastination and its relation to educational motivation in military University cadets.

The article is devoted to the problem of increasing motivation while teaching a foreign language. The attitude of foreign and domestic researchers on the definition of the concept of «motivation» are considered, the types of motives that encourage students to learn a foreign language, the reasons for reducing the motivation of students based on the author's pedagogical experience are given, and theoretical recommendations are given to increase the motivation of students in foreign language education.

The article is devoted to the problem of increasing motivation while teaching a foreign language. The attitude of foreign and domestic researchers on the definition of the concept of «motivation» are considered, the types of motives that encourage students to learn a foreign language, the reasons for reducing the motivation of students based on the author's pedagogical experience are given, and theoretical recommendations are given to increase the motivation of students in foreign language education.

The article deals with the problem of educational motivation of schoolchildren. The author suggests various ways to develop interest in learning in children. The role of teachers, parents and peers in increasing the level of motivation of students is also presented.

The problem of learning motivation has long been in the center of scientific interest of teachers, psychologists and methodologists. As the analysis of literature showed, most of the research focuses on the educational motivation of students engaged in traditional or distance format. The purpose of the study is to examine learning motivation in the context of a blended (full-time-distance) format of conducting classes, as well as to analyze the motivational characteristics of students at different levels of higher professional education. The following questionnaires were used to study the motivational characteristics of students: test "Diagnostics of Professional and Educational Learning of Students" by K. Zamfir in the modification of A. A. Rean and the scale "Need for cognition" of the test-questionnaire "Diagnostics of self-actualization of a person" by A. V. Lazukin, adapted by N. F. Kalina. Comparative and correlation analyses were used to process the obtained data. Calculations were carried out using the SPSS Statistics 26 package. The research sample consisted of 377 students of N.P. Ogarev Mordovian State University and St. Petersburg State University of Economics, studying in three major groups of training areas (economics and management, social sphere, natural sciences), undergraduate, graduate and postgraduate levels. According to the results of the study, it can be concluded that external positive motivation is the prevailing type of motivation among students of the first stage of study, starting from the second year, while freshmen of undergraduate and specialty levels, as well as students of the second and third stages of professional training (graduate and postgraduate levels), are dominated by internal motivation. The study of the ratio of three types of motivation (motivational complex) showed that the worst motivational complex, according to the terminology of Zamfir – Rean, is more common among 1st year students, less often among graduate and postgraduate students. The results of the study contribute to the development of scientific ideas about the role of learning motivation at different stages of training. The presented material can be used for further study of the problems of motivation and for planning of the educational process.