Keyword: «learning motivation»

The article examines the study of the level of development of learning motivation in future educators in the process of project activity. The essence of the concept of 'learning motivation' is revealed, its structure, types, and role in the professional training of educators are analyzed. The results of an empirical study of the level of learning motivation of students in the pedagogical field using the method of T.I. Ilyina are presented. The article is intended for teachers of pedagogical universities, graduate students, and students interested in the issues of motivation and project activity in education.

The article discusses the possibilities of using artificial intelligence (AI) when planning a foreign language lesson as a means of increasing students' learning motivation. Based on the analysis of modern research and pedagogical experience, the effectiveness of the use of AI tools at various stages of lesson preparation is substantiated. A model of integration of artificial intelligence is described, including diagnostics, generation of educational content, differentiation and organization of communicative practice. A model of AI integration is presented that takes into account the psychological mechanisms of motivation formation and current trends. The results of the pedagogical experiment, confirming the growth of student engagement and a decrease in language anxiety are presented. In conclusion, the transformation of the teacher's role in the context of digitalization of education is discussed.

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.

The article reveals the role of a teacher's emotional intelligence in shaping students' learning motivation in a modern school. The relevance of the topic is related to the increasing emotional stress, digitalization, and complexity of the educational environment. The article analyzes theoretical approaches to emotional intelligence, its components, and their impact on students' engagement and activity. Special attention is given to the emotional climate in the classroom, pedagogical communication, and the emotional design of lessons as tools for increasing students' cognitive interest. The article also explores ways to develop a teacher's emotional competence in professional training. It is emphasized that a teacher's high level of emotional intelligence contributes to creating a favorable environment, internal motivation, and successful personal development of students.

The article deals with the urgent problem of declining learning motivation in students of grades 5–7, an age group experiencing a crisis of transition from primary school to adolescence. Based on the analysis of modern psychological and pedagogical research (2024-2026), the reasons for the decline of cognitive interest are identified: the dominance of external motives over internal ones, lack of formation of personal meanings of learning, the influence of digital socialization. The author proposes a set of methods and strategies for increasing motivation, including diagnostic tools, a system for forming a meaningful attitude to learning, creating success situations, taking into account age characteristics and using modern educational technologies. The necessity of purposeful pedagogical work on the transformation of external stimuli into internal cognitive need is substantiated.