Keyword: «learning motivation»

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.

Modern foreign language teaching in a non-linguistic environment requires the development of effective didactic solutions that ensure the active engagement of all participants in the educational process, overcoming grammatical difficulties and fostering sustainable speech activity. The relevance of this research is due to the need to improve the quality of instruction at the initial stage, when it is particularly important to activate the cognitive and emotional resources of learners under conditions of limited language practice. The aim of this article is to describe the implementation of a methodology for teaching a foreign language based on neurodidactic principles and game-based techniques, and to analyze the impact of the neuro-approach on the emotional state, involvement, and motivation of both students and teachers. The methodological basis of the study was a pedagogical experiment conducted at Altai State Pedagogical University with students learning Chinese as a foreign language. The experimental group was taught using neurolinguodidactic principles, including game methods, multimodal stimuli, visual and emotional anchors aimed at stimulating cognitive activity and creating a positive learning environment. The control group was taught using traditional methods focused on explanation and reproductive consolidation of grammatical material. The analysis of the results demonstrated that the application of the neuro-approach contributes to more effective assimilation of grammatical constructions, the development of spontaneous speech, stable learning motivation, and emotional engagement of the participants in the learning process. In addition, an increase in the creative activity of teachers, their professional satisfaction, and interest in innovative methods was observed. The study includes a review of contemporary Russian and international literature on neurodidactics, which substantiates the choice of the research approach and makes it possible to compare the obtained results with current scientific data. The theoretical significance of the study lies in clarifying the potential of neurolinguodidactics as an approach that enhances cognitive, emotional, and professional activity among the subjects of the educational process. The practical significance is determined by the possibility of applying the results to optimize and develop effective teaching programs at the initial stage of language training.

The article presents a critical analysis of pedagogical approaches to ensuring the competitiveness of students in educational organizations of the Russian MIA system. The relevance lies in the following. Modern training of personnel for law enforcement agencies requires the formation in cadets of not only professional knowledge and skills, but also such personal qualities as congenial competitiveness and the striving to achieve excellent results. Competitiveness is considered in pedagogical science as one of the factors of motivation and professional development of students; however, there is no unified understanding of its role or optimal methods of implementation in the educational process. The aim of this work is to summarize and critically evaluate the existing approaches to developing competitiveness among cadets of MIA universities, identify their strengths and weaknesses, and determine prospects for applying these approaches. Leading research approaches: a theoretical and methodological analysis of recent domestic and foreign scientific literature on the problem of competition and competitiveness in education was made; general scientific methods of comparative and systems analysis, synthesis and generalization were applied. The main results: it is proved that competitiveness as a pedagogical phenomenon includes a set of competitive practices (academic contests, rating systems, team and individual competitions) aimed at increasing motivation and improving the quality of training. It is found that traditional approaches – from academic Olympiads to sports competitions – have a positive impact on the cognitive activity and professionally significant qualities of cadets, yet they assume risks of excessive competition, increased stress, and reduced cooperation. In the context of MIA universities, the use of competitive methods should take into account the specifics of discipline and service; healthy competition is important, which does not undermine team cohesion. The theoretical significance lies in the fact that the conclusions of the article contribute to the development of pedagogical theory regarding the role of competition and cooperation in professional education. The practical significance lies in the recommendations for the optimal implementation of competitive elements in the educational process of MIA universities – those that increase cadets’ motivation and competency without negative consequences for the educational environment.

The relevance of promoting the Russian language in the Western Balkans region is largely determined by the current geopolitical situation, the idea of creating a "trend" for the study of Russian as a foreign language. The purpose of the study is to analyze the orientation of teachers to increase the motivation to learn Russian as a foreign language among Serbian schoolchildren. As a result, we substantiated the need to identify and conceptually generalize the ways of developing motivation to learn Russian as a foreign language among schoolchildren, using the opinions of the Russian language teachers in the Republika Srpska (Bosnia and Herzegovina). The socio-psychological approach to the consideration of motivation in the study of foreign languages is revealed; the ways of increasing and obstacles to maintaining a high level of motivation in learning Russian as a foreign language are analyzed. The article presents the results of a survey among 25 teachers of the Russian language from the Republic of Srpska (Bosnia and Herzegovina) to identify the specific features of stimulating motivation of Serbian schoolchildren to learn the Russian language. The analysis of the survey material showed that the value of learning the Russian language is realized by Serbian teachers in a pragmatic context: it can be useful in later life, they can travel around Russia and communicate with Russian people. The most significant motives for learning Russian as a foreign language are: the desire to learn and be educated, for communication and interaction, for self-development and intellectual growth, and for love to their teacher. The substantiation of the methods and techniques for creating an effective language environment to improve the quality of learning Russian as a foreign language in the regional context determines the theoretical significance of the study. The practical significance of the study lies in obtaining information about the value of learning and mastering the Russian language among Serbian schoolchildren, their initiative in this aspect, objectifying certain difficulties in learning the grammar and vocabulary of the Russian language. It is concluded that in the absence of a language environment, systematic training of teachers is especially important, aimed ultimately at developing the motivation of Serbian students to learn the Russian language through innovative methods, game technologies, projects, interactive resources, feedback and active speech interaction.

This study examines methods of organizing research activities in foreign language classes for secondary school students. The relevance of the work is determined by the requirements of the Federal State Educational Standard (FSES), which stipulates the development of educational and research activities to enhance the effectiveness of knowledge acquisition and increase student motivation. The leading research method was a questionnaire survey conducted among 29 7th and 9th grade students studying French as their first foreign language. The results revealed that 7th graders show a predominance of extrinsic over intrinsic motivation, while 9th graders demonstrate unstable self-esteem leading to decreased classroom activity, increased passivity, and situational attitude toward learning challenges. Based on the obtained data, the application of "Role-playing" and "Scaffolding" methods is recommended to address the identified issues and develop students' research activities, thereby implementing the system-activity approach embedded in FSES.