Keyword: «encouragement»

This article is devoted to the urgent problem of forming educational motivation in students of grades 5–7. The paper substantiates the importance of this age period, which is characterized by the transition to the middle school stage, puberty, and a radical restructuring of the student's personality. The theoretical foundations of motivation are considered, dividing it into external and internal motivation. The central focus of the study is on analyzing two main pedagogical tools for influencing motivation: encouragement and criticism. The paper provides a detailed description of the psychological characteristics of adolescence, which should be taken into account when selecting methods of motivation. Special attention is given to the role of verbal encouragement. Based on an analysis of age-related characteristics, the author formulated key principles of effective praise for students in grades 5–7. It is concluded that the competent and psychologically justified use of incentives, balanced with constructive criticism, contributes to the formation of stable internal motivation, helps adolescents overcome the crisis moments of their age, and maintains their interest in cognitive activities.