COMPARISON OF PSYCHOLOGICAL AND PEDAGOGICAL INDIFFERENTEDUCATIONALMODELSFACTORS OF EDUCATIONAL MOTIVATION OF ADOLESCENTS
УДК 37.015.3
Abstract
The article presents the results of the analysis of the influence of psychological and pedagogical factors on the educational motivation of normotypic adolescents studying in two educational models - classical and inclusive. The study involved 300 standard-type primary school students (150 people in each of the educational models) aged 11 to 16 years (M = 13.29; SD = 1.47), 55.7% were female. The following methods were used in the study: diagnostics of the attitude to the teaching of V.A. The method of SHAM-Sh [3], developed by T.O. Gordeeva, O.A. Sychev, V.V., was used to diagnose educational motivation. Gizhitsky, T.K. Gavrichenkova. Statistical analysis of the data was carried out using the Mann-Whitney U-test, a method of multiple linear regression. The differences between the psychological and pedagogical factors of students' educational motivation in the inclusive and classical educational models, as well as the peculiarities of the influence of psychological and pedagogical factors in each model, are revealed. The results obtained can be used by teachers, specialists, and school administrators to develop and correct the trajectory of students' learning motivation in the educational process.
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Halawah I. Factors Influencing College Students' Motivation to Learn from Students' Perspective. Education, Psychology. 2011. V.132 (2). P. 379.
Koyuncuoglu O. An Investigation of Academic Motivation and Career Decidedness among University Students. International Journal of Research in Education and Science. 2021. Vol. 7 (1). P. 125–143.
Mcinerney D. Motivation. Educational Psychology. 2019. Vol. 39 (4). P. 427–429.
Pryima L., Sherstiuk N., Kolomiiets B. Psychological nature and structure of motivation. Aktual'nі problemi suchasnoї medicini: Vіsnik ukraїns'koї medichnoї stomatologіchnoї akademії. 2020.Vol. 2 (70). P. 240–244.
Reamen I. Motivational Factors that Enhance Students Learning/Achievement. Journal of Teaching and Education.2015. Vol.4 (2). P. 323–332.
Bostrom L., Bostedt G. Student conceptions of motivation to study in upper secondary school in Sweden revealed through phenomenography. Journal of Pedagogical Research. 2022. Vol. 6 (1). P. 214–230.
Martin A. J., Ginns P., Anderson M., GibsonR., Bishop M. Motivation and engagement among indigenous (aboriginal Australian) and non-indigenous students. Educational Psychology, 2021. Vol. 41. P. 424–445.
Supratno Y.H. The Influence of Student Motivation, School Environment, on Student Learning Achievement. Journal of Physics: Conference Series. 2021. Vol. 1823. P. 1–7.
Sylvester M., Garcia P. Influences of teachers on the learning motivation of senior high school students. International Journal of Advanced Research. 2021. Vol. 9 (5). P. 634–646.
Vu T., Magis-Weinberg L., Jansen B. R., van Atteveldt N., Janssen T. W., Lee N. C., Meeter M. Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review. 2022. Vol. 34 (1). P. 39–71.
Zhang J. Learning Motivation and Its Related Factors in Chinese Classes in Senior High Schools. Advances in Social Science, Education and Humanities Research. 2022. Vol. 615. P. 883–887.
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