Keyword: «motive for achieving success»

Modern primary school creates many conditions for the development of a focused and productive personality of a student, where an important role can be given to the formation of achievement motivation, which allows this individual to focus on success and obtaining a positive result in learning activities. Having information about the motivational tendencies of a primary school student, teachers get the opportunity to manage his productivity in learning activities and predict learning difficulties, where academic performance is one of the indicators. The purpose of the study was to study the achievement motivation of primary school students with different academic performance, within the framework of which academic performance is considered as a quantitative result of learning activities, and achievement motivation as a source of activity of the child, directing him to achieve success in this activity. The following research methods were used: a survey using the «Achievement Motivation Grid» test or the MA-grid of H. D. Schmalt adapted by N. V. Afanasyeva, comparative analysis and a mathematical method of secondary processing of empirical data - Fisher’s statistical F-criterion. The study of achievement motivation of primary school students was conducted as part of a pilot study on a sample of 92 students of primary school age. As a result, we can see that majority of primary school students have achievement motivation at an average level of development, where successes and failures in learning activities are a priority for them. Primary school students with «good» and «excellent» academic performance show a motivational tendency to «achieve success» at an average level, and the students with lower academic performance show a tendency to «avoid failure» at low levels of manifestation. The theoretical implication of the work is in the examination of the achievement motivation manifestation as a source of student success in learning activities, where motivational tendencies are given in a comparative analysis with their different performance in learning activities, as well as taking into account the age characteristics of primary school students. The practical significance can be justified by the fact that the described results of the empirical study can be useful to teachers of primary general education for the prevention of developmental deviations in the motivational sphere of primary school students and for monitoring the reasons for the failure of primary school students in learning activities.