Keyword: «intrinsic goal orientation»

The paper is devoted to the study of the influence of educational motivation (both internal and external) on the successful completion of the distance course by students (independently and preparing for practical classes) in the discipline "Foreign language" in a multidisciplinary university. In a digital educational environment, adaptive learning, as an integral part of the educational process at a university, allows us to adapt the educational process to the individual needs of students, making learning more inclusive and effective. Modern educators are increasingly turning to digital technologies, which also contribute to the individualization of learning, and they are becoming more relevant and popular. The aim of the study is to examine the influence that educational motivation exerts on the successful completion by students of the distance learning course in the "Foreign language" discipline at the university. The article presents an analysis of data obtained as a result of a survey conducted among first-year students studying at St. Petersburg Polytechnic University. The academic self-efficacy questionnaire “Motivated Strategies for Learning Questionnaire” by P. Pintrich was used to assess motivation and learning strategies. Data analysis showed that students with a pronounced internal goal orientation (students with a high degree of internal motivation) achieved the best results in studying the distance course: we have found that strong internal motivation significantly increases the chances of successful completion of the course, and contributes to the disclosure of its educational potential and opportunities for self-development of students. The paper highlights the importance of developing internal motivation for more effective distance learning. However, taking into account the study of internal and external learning motivation influence on the successful completion of a distance learning course by students, the completion of which does not affect the credit opportunities, the effectiveness of learning directly depends on the independence and motivation of the student, both internal and external, in other words, it is determined by the synergy of internal and external learning motivation in this case. The results obtained expand the theoretical understanding of the key motivational factors influencing the successful completion of online higher education programs by students. The practical significance of the research lies in the development and implementation of scientific and methodological recommendations aimed at optimizing pedagogical support for students and improving the effectiveness of their learning in the distance learning environment.