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Theoretical substantiation of the problem of motivation for educational activities. Structure and features of motivation. Interest as a mechanism of educational motivation. Conditions for the formation of educational and cognitive motivation.

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INTRODUCTION………………………………………………………………………………..3

1. Theoretical substantiation of the problem of motivation for educational activities

1.1 Views of domestic and foreign scientists on the problem………………...5

1.2 Structure and features of motivation…………………………………………..6

1.3 Cognitive activity. Interest as a mechanism of educational motivation….12

1.4 Conditions for the formation of educational and cognitive motivation………………..15

2. Methodological foundations of empirical research…………………….20

3.Analysis and interpretation of the results…………………………….22

CONCLUSION……………………………………………………………………………….25
LIST OF SOURCES USED……………………………27
APPENDIX A (Required) Summary table of empirical

5th grade research……………………………………….29

APPENDIX B (Reference) Methodology Questionnaire………………………….30

INTRODUCTION

The study of the process of motivation for cognitive activity and the results of this study continue to remain relevant in psychological and pedagogical science.Currently in modern school The task of increasing the effectiveness of training is still quite urgent. This is primarily due to the fact that the amount of information that students must master is growing year by year. It follows that the problem lies in finding such means and methods that would contribute to a strong, meaningful assimilation of knowledge by students. One of possible options is the construction of educational activities through the basics of motivation.

In any activity, including educational activity, when it comes to its productivity, there is: need, motive, concentration, decision making. Only such a chain can give high-quality execution results.

The formation of motivation sometimes occurs spontaneously, without being the subject of special, targeted, systematic work. B.C. In this regard, Merlin rightly emphasizes that it is necessary to “control not only mental actions, but also the motives for acquiring knowledge.” And indeed, if you do not manage the motivational sphere of teaching, then motivation may regress, its level may decrease, and motives may lose their effectiveness, as this often happens where there is no purposeful management of this side of teaching. The above determines the relevance of studying the problem of learning motivation. The motivational component is fraught with rich opportunities. As research has found, the motivational sphere is more dynamic than the cognitive and intellectual sphere. Changes in motivation happen quickly.

The complexity of studying motivation is also due to the fact that a student is encouraged to learn by a whole complex of motives, which not only enrich each other, but also come into conflict. Motivation can manifest itself as a stable personality formation and as a component of activity (situational motives). Attention to each student, a thorough and comprehensive study of his educational capabilities and the determination on this basis of effective conditions for his development require significant changes in the organization of education.

The methodological basis is the works of domestic and foreign scientists: L.V. Vygotsky (Aboutinterest as a natural driver of children's behavior), A.K. Markov (On the problem of the formation of teaching motives in school age), I. Bozhovich (On the system of educational motivation), Y.A. Komensky (On the principles of “short, pleasant, thorough training”), S.M. Bondarenko, D. Carnegie, V.G. Aseev (On an important feature of motivation), G.I. Shchukina (On the characteristics of cognitive interest), N.G. Morozova, P.I. Razmyslova (On the Conditions for the Emergence of Cognitive Interests), etc.

The purpose of the study is to study the level of motivation and cognitive activity among studentsearly adolescence.

Object of study -students of grade 5 “a” of school No. 51 in Krasnoyarsk, 16 people.

Subject of researchmotivation and cognitive activity of 5th grade students.

Research objectives:

To consider the problem of the development of learning motives for younger schoolchildren in the study of domestic and foreign scientists.
Select methodological tools.
Conduct research.
Conduct analysis and interpretation of research results.

Research methods:

method “Attitude to objects”;
“Success Scale” methodology;
method for determining school motivation A.G. Luskanova.

1. Theoretical substantiation of the problem of motivation for educational activities

1.1 Views of domestic and foreign scientists on the problem

Learning motivation is defined as private view motivation included in the activities of teaching, learning activities. Like any other type, educational motivation is determined by a number of factors specific to this activity. Firstly, it is determined by the educational system itself, educational institution where educational activities are carried out; secondly, - organization of the educational process; thirdly, the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, his interaction with other students, etc.); fourthly, the subjective characteristics of the teacher and, above all, the system of his relationship to the student, to the work; fifthly, - the specifics of the academic subject (Zimnyaya I.A. Pedagogical psychology-M, 1999. p. 224).

At primary school age, purposeful training and education begins; the main activity of the child becomes educational activity, which is playing decisive role in the formation and development of all his mental properties and qualities. In the elementary grades, things are laid that will develop and strengthen with age. Therefore, teaching and educating a primary school student is a very responsible task. Solving the difficult problems of a child’s education and the development of his personality greatly depends on the teacher’s professional skills, erudition, kindness, love for children and the desire to understand each of them.

The problem of the formation of learning motives at school age is studied by A.K. Markova. She is deeply convinced that the formation of learning motivation is the most important aspect of modern education. It consists of many factors that change and enter into new relationships with each other: social ideals, the meaning of learning, its motives, goals, emotions, interests, etc. The study of the process of formation of motivation is unthinkable for a “student in general,” outside of age and its specific characteristics. psychological characteristics. Age characteristics must not only be taken into account, but also based on these characteristics when describing motivation.

The concept of “learning activity” is quite ambiguous. IN in a broad sense the word she is sometimes considered synonymous with teaching, teaching, and even teaching. According to D.B. Elkonin, “educational activity is an activity that has as its content the mastery of generalized methods of action in the field of scientific concepts... such activity must be motivated by adequate motives. They can be motives for acquiring generalized methods of action, or, more simply, motives for one’s own growth, one’s own improvement. If it is possible to form such motives in students, then by this they are supported, filled with new content, by those general motives of activity that are associated with the position of the student, with the implementation of socially significant and socially valued activities” (Gamezo M.V., Petrova E.A. , Orlova L.M. Developmental and educational psychology - M, 2010.page 144)

Motivation as a psychological phenomenon is interpreted in different ways. In one case - as a set of factors that determine behavior.

In another - as a set of motives. In the third - as an impulse that causes the activity of the body and determines its direction.

For unambiguous perception of the concept of “motivation” in this text, we will consider motivation as a dynamic process of motive formation.

V.G. Aseev believes that important feature human motivation is bimodal, its positive-negative structure. With positive motivation, a person has an urge to directly fulfill a need. Negative motivation, on the contrary, acts as a self-prohibition that inhibits incentives to fulfill a need.

Therefore, motivation, considered as a process, can theoretically be represented in the form of six successive stages.

This consideration of the process is rather conditional, since in real life there is no such clear delineation of stages and there are no separate processes of motivation.

First stage - emergence of needs. The need manifests itself in the form that the student begins to feel that he is missing something. It appears at a specific time and begins to “demand” from a person to find an opportunity and take some steps to eliminate it.

Second stage - finding ways to eliminate the need. Once a need has arisen and creates problems for the student, he begins to look for ways to eliminate it: satisfy it, suppress it, ignore it. There is a need to do something, to undertake something.

Third stage - determination of goals (directions) of action. The student records what and by what means he must do, what to achieve, what to get in order to eliminate the need. At this stage, four points are linked.

Fourth stage- implementation of an action. At this stage, the student expends effort in order to carry out actions that, ultimately, should provide him with the opportunity to obtain something in order to eliminate the need. Since the work process has the opposite effect on motivation, adjustments to goals can occur at this stage.

Fifth stage - receiving a reward for performing an action. Having done some work, the student either directly receives something that he can use to eliminate the need, or something that he can exchange for the object he desires. At this stage, it becomes clear to what extent the implementation of actions gave the desired result. Depending on this, there is either a weakening, preservation, or strengthening of motivation to action.

Sixth stage - elimination of need. Depending on the degree of relief of tension caused by the need, as well as on whether the elimination of the need causes a weakening or strengthening of motivation for activity, the student either stops the activity before the emergence of new need, or continues to look for opportunities and take actions to eliminate the need.

A motive is a complex psychological formation that must be built by the subject himself. It is impossible to form motives from the outside in the process of education. It is not motives that are formed from the outside, but motivators. Educational motivation, like any other type, is systemic. It is characterized by direction, stability and dynamism.

At the same time, with age, interacting needs and motives develop, leading dominant needs change. So in the works of L.I. Bozhovich and her colleagues “...Motivation for learning consists of a number of constantly changing and entering into new relationships with each other (the needs and meaning of learning for a student, his motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in a positive or worsening of a negative attitude towards learning, but the underlying complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relationships between them.”

In the study of the problem of educational motivation, a connection is noted between the level of mental development of students and the development, formation of their motivational sphere, motivation.

A high initial level of mental development is, on the one hand, the most important condition for the implementation of the child’s initial level of motivation, and on the other, a condition for the formation of positive motivation in the process of learning activities.

In this case, a direct relationship is established between a high level of mental development and emerging positive motivational tendencies, and vice versa. At the same time, a relationship has been identified between motivation, which is a prerequisite for educational activities, and the success of learning for children with high and average motivation. (Winter I.A. Pedagogical psychology-M, 1999.p. 229).

« In all possible ways, it is necessary to ignite in children an ardent desire for knowledge and learning, wrote the founder of scientific pedagogy Ya.A. Comenius, “the teaching method should reduce the difficulty of learning so that it does not arouse displeasure in students and does not turn them away from further knowledge.” (Methodological recommendations: Motivation as the basis of educational activities / Edited by V.N. Rozhentseva - Norilsk 2002.p. 13)

1.2 Structure and features of motivation

One of the important characteristics of educational activities is motivation. It affects not only cognitive activity and the desire to learn, but also the success, efficiency and effectiveness of educational activities. “The motivation for learning consists of a series of constantly changing and entering into new relationships with each other (the needs and meaning of learning for the student, his motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in a positive or worsening of a negative attitude towards learning, but the underlying complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relationships between them.” In this regard, we will focus on creating the necessary conditions that contribute to the formation of positive motivation for learning.

It has been established that in different periods development of society, certain groups of motives for teaching schoolchildren prevail and that groups of motives are in a dynamic connection with each other, combining in the most bizarre way depending on the emerging conditions. From this combination arises the driving force of teaching, the nature, direction and magnitude of which are determined by the total effect of the motives.

Motives have unequal power of influence on the course and results of the didactic process.

Educational activities are always multi-motivated. In the system of educational motives intertwinedexternal and internal motives.

External motives come from teachers, parents, class, society as a whole and take the form of prompts, hints, demands, instructions, prodding or even coercion. They, as a rule, act, but their action often encounters internal resistance of the individual, and therefore cannot be called humane. The most pronounced external aspects are in the motives for studying for the sake of material reward and avoiding failure. It is necessary that the learner himself wants to do something and does it (Podlasy I.P. Pedagogy: 100 questions 100 answers - M, 2001. C182).

Internal motives include such as one’s own development in the learning process; acting with and for others; knowledge of the new, unknown. Motives such as understanding the need for learning for later life, the learning process as an opportunity for communication, praise from significant persons, are completely natural and useful in the educational process, although they can no longer be attributed entirely to internal forms of educational motivation. Motives such as studying as a forced behavior are even more saturated with external aspects; the learning process as a habitual functioning; studying for leadership and prestige; the desire to be at the center of collection. These motives can also have a noticeable effect negative impact on the character and results of the educational process. One of the main tasks of the teacher is to increase the share of internal motivation for learning in the student’s motivation structure. The development of internal motivation for learning occurs as a shift of external motive to the goal of learning.

Each step of this process is a shift from one motive to another, more internal, closer to the goal of the teaching. Therefore, in the motivational development of a student, as well as in the learning process, the zone of proximal development should be taken into account. The shift of motive to goal depends not only on the nature of pedagogical influences, but also on what internal personal soil and objective learning situation they fall on. Therefore, a necessary condition for the developmental shift of motive to goal is the expansion of the student’s life world (Methodological recommendations: Motivation as the basis of educational activity / Edited by V.N. Rozhentseva - Norilsk 2002.p-10)

The shift of motive to goal depends not only on the nature of pedagogical influences, but also on what internal personal soil and objective learning situation they fall on. Therefore, a necessary condition for the developmental shift of motive to goal is the expansion of the student’s life world.

The development of internal motivation for learning is an upward movement. It is much easier to move down, therefore, in the actual pedagogical practice of parents and teachers, such “pedagogical reinforcements” are often used, which lead to regression of students’ learning motivation. They can be: excessive attention and insincere praise, unjustifiably inflated grades, material rewards and the use of prestigious values, as well as harsh punishments, belittling criticism and ignoring attention, unjustifiably low grades and deprivation of material and other values. These influences determine the student’s orientation towards the motives of self-preservation, material well-being and comfort.

There are conscious and unconscious motives. The first are expressed in the student’s ability to talk about what reasons prompt him to action, to arrange the motives in order of importance. Unconscious motives are only felt, existing in vague, not controlled by consciousness, drives, which nevertheless can be very strong.

Finally, real motives are identified, realized by students and teachers, which objectively determine school achievements, and imaginary (far-fetched, illusory) motives, which could act under certain circumstances. The didactic process must be based on real motives, simultaneously creating the prerequisites for the emergence of new, higher and more effective motives that currently exist as promising in the improvement program.(Podlasy I.P. Pedagogy: 100 questions 100 answers - M, 2001.p-184).

All these teaching motives can be divided into two broad categories. Some of them are related to the content of the educational activity itself and the process of its implementation; others with the child’s broader relationship with environment. The first include the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge; others are associated with the child’s needs for communication with other people, for their assessment and approval, with the student’s desire to take a certain place in the system of social relations available to him. (

The first group is the motives inherent in the educational activity itself,directly related to the content and process of learning, methods of acquiring knowledge, i.e. cognitive interests.The student is motivated to learn by the desire to learn new facts, to overcome difficulties in the process of cognition, to master knowledge, methods of action, to penetrate into the essence of phenomena, the desire to be intellectually active, to reason, to overcome obstacles in the process of solving problems, i.e. the child is fascinated by the solving process itself, and not just the results obtained. Motivation is based on a cognitive need, which is born from the need for external impressions and the need for activity and begins to manifest itself early.

The second group of motives are motives associated with what lies outside the educational activity itself, i.e. broad social motives, consisting in the orientation of schoolchildren to master new knowledge, consisting in the desire to obtain knowledge in order to be useful to the Motherland, society, in understanding it is necessary study, with a sense of duty and responsibility, the desire to finish school well.The desire to be cultural, developed, i.e. motives for self-improvement and focus on independently improving ways of acquiring additional knowledge, i.e. motives for self-education. L. I. Bozhovich great value gave broad social motives based on the motives of duty and responsibility to society, class, teacher, parents; motives for self-determination (understanding the importance of knowledge for the future) and self-improvement (to gain development as a result of learning).

For the moral education of students, it is far from indifferent what the content isbroad social motivestheir educational activities. Broad social motives can embody the truly social needs of a student.

Gradually, schoolchildren develop their own sphere of life, and a special interest in the opinions of their comrades appears, regardless of how the teacher looks at this or that. At this stage of development, not only the teacher’s opinion, but also the attitude of the children’s team ensures that the child experiences a state of greater or lesser emotional well-being.

Broad social motives are so important at this age that, to a certain extent, they determine the immediate interest of schoolchildren in the educational activity itself.

For children of different ages and for each child, not all motives have the same motivating force. Some of them are basic, leading, others are secondary, secondary, not having independent significance. The latter are always in one way or another subordinated to leading motives. In some cases, such a leading motive may be the desire to win a place as an excellent student in the class, in others, interest in the knowledge itself (Dubrovina I.V. Developmental and educational psychology-M.2006.p-111).

A group of narrowly personal motives stands out:

A) well-being motivation, consisting in the desire to take a certain position, a place in relations with others, their recognition, to gain approval and a good mark at any cost, to earn the praise of a teacher or parents and a decent reward for their work, i.e. narrow social motives. They manifest themselves as an orientation toward erudition, and are realized as satisfaction from the learning process itself and its results;

b) Motivation to achieve successchildren with high academic achievements have a clearly expressed motivation to achieve success the desire to do a task well, correctly, and get the desired result. In elementary school, this motivation often becomes dominant. Motivation to achieve success, along with cognitive interests, is the most valuable motive; it should be distinguished from prestigious motivation.

c) the desire to be the first student, to take a worthy place among comrades is determinedprestigious motivation.Prestige motivation, less common than achievement motivation, is typical for children with high self-esteem and leadership inclinations. It encourages the student to study better than his classmates, to stand out among them, to be the first, to take a worthy place among his comrades. If the prestigious motivation is sufficiently matched developed abilities, it becomes a powerful engine for the development of an excellent student, who will achieve the best educational results at the limit of his performance. Individualism, constant competition with capable peers and a disdainful attitude towards others distort the personality development of such children. In addition, as they grow up, they achieve high productivity, but find themselves incapable of creativity: the desire to do everything better and faster than others deprives them of the opportunity to concentrate on the very content of the work, the possibility of creative searches, and deepening into the process of solving a problematic problem.

If prestigious motivation is combined with average abilities, deep self-doubt, usually not recognized by the child, along with an inflated level of aspirations leads to affective reactions in situations of failure.

There are also negative motives: the desire to avoid troubles from teachers, parents, classmates.

Motivation to avoid failure, children try to avoid a bad mark and the consequences that this mark entails, teacher’s dissatisfaction, parents’ sanctions (they will scold you, they will not allow you to go for a walk or watch TV).

Underachieving children also have specialcompensatory motivation.These are secondary motives in relation to educational activity, allowing one to establish oneself in another area - in sports, music, drawing, in caring for younger family members, etc. When the need for self-affirmation is satisfied in some area of activity, poor performance does not become a source of difficult experiences for the child. Typically, a child comes to school positively motivated. To ensure that his positive attitude towards school does not fade, the teacher’s efforts should be aimed at creating a stable motivation to achieve success, on the one hand, and developing educational interests, on the other. The formation of sustainable motivation to achieve success is necessary in order to blur the “position of an underachiever” and increase the student’s self-esteem and psychological stability. High self-esteem underachieving students' individual qualities and abilities, their lack of an inferiority complex and self-doubt play a positive role, helping such students to establish themselves in activities feasible for them, and are the basis for the development of educational motivation. (Kulagina I.Yu., Kolyutsky V.N. Developmental psychology-M, 2010.p-263)

1.3 Cognitive activity. Interest as a mechanism of educational motivation

Cognitive activity is an interest in learning activities, in acquiring knowledge, in science. The emergence of cognitive activity depends primarily on the child’s level of development, his experience, knowledge, the soil that nurtures interest, and, on the other hand, on the method of presenting the material. It is one of the most significant factors in the educational process, the influence of which is undeniable both on the creation of a bright and joyful learning atmosphere and on the intensity of students’ cognitive activity.

The first thing that is the subject of cognitive activity for schoolchildren is new knowledge. That's why thoughtful content selection educational material, showing the wealth contained in scientific knowledge is the most important element in the formation of interest in learning.

One of the constant, powerful motives for a student’s activity is interest, i.e., the real reason for action, perceived by the student as particularly important. Interest can be defined as a positive evaluative attitude of a subject to his activity (Podlasy I, P. Pedagogy: 100 questions 100 answers, -M, 2001.p.-186).

Interests, desires, intentions, tasks and goals play an instrumental role in the system of motivational factors. In the formation of educational motivation, undoubtedly, interest is especially significant. If there is a stable interest, the process of developing cognitive functions and vital skills is greatly facilitated. The child’s interest in new things becomes the motive for research activities, what Jean Piaget calls “active experimentation and discovery of new possibilities.” Any teacher knows that an engaged student learns better. A student who is interested in the topic being studied has a desire to explore and expand his horizons by obtaining new information. (Scientific and methodological journal: Primary school/edited by Goretsky V.G. 2008.p-33).

L.S. Vygotsky writes: “Interest is, as it were, a natural driver of child behavior; it is a true expression of instinctive striving, an indication that the child’s activity coincides with his organic needs. That is why the basic rule requires that the entire educational system be built on children’s interests that are accurately taken into account...”

“The whole question is,” continues L.S. Vygotsky, - the extent to which interest is directed along the line of the subject being studied, and is not associated with the influence of rewards, punishments, fear, desire to please, etc. that are foreign to it. Thus, the rule is not only to arouse interest, but to ensure that interest was directed as it should be. Finally, the third and final conclusion of the use of interest prescribes to build the entire school system in close proximity to life, to teach children what interests them, to start with what is familiar to them and naturally arouses their interest.”

The first general pattern operating in the sphere of interests is their dependence on the level and quality of students’ knowledge, the formation of methods of mental activity, another no less general and important pattern is the dependence of schoolchildren’s interests on their attitude towards teachers. They learn with interest from those teachers who are loved and respected.

When characterizing interest as one of the components of educational motivation, it is necessary to pay attention to the fact that in professional pedagogical communication the term interest is often used as a synonym for educational motivation. Interest is defined “as a consequence, as one of the integral manifestations of complex processes in the motivational sphere,” and here the differentiation of types of interest and attitude to learning is important. According to A.K. Markova, interest in learning can be broad, planning, effective, procedural-substantive, educational-cognitive and transformative.

Based on interest in learning activities, children develop special cognitive interests, i.e. the desire to learn new things within a certain academic subject. This desire arises only when children begin to study mathematics or the Russian language, history or natural history.

Research by G.I. Shchukina, N.G. Morozova, P.I. Razmyslov and other authors showed that cognitive interests in schoolchildren arise and are consolidated depending on several conditions.

1. The correct relationship between the new and the already known is an essential condition for the emergence of cognitive interest in children. This means that schoolchildren must have some knowledge about natural phenomena, operations with numbers, and the composition of words in order to arouse a deeper interest in the relevant academic subjects. The teacher must be able to show new content in the old, known: signs, properties, relationships with other objects.

2. The opportunity to use one’s initiative and activity to creatively transform a subject increases the student’s interest in work.

3. Interest arises and is supported by the success of the activity achieved.

4. Discovery for children is of great importance for strengthening interest. practical use the material being studied and its application in people’s lives.

5. Children's interest in an educational subject increases when they meet in a teacher a person who is passionate about his work and has the skill of transferring knowledge to children, who is able to present educational material richly, completely, and colorfully.

6. The formation of educational and cognitive interests is greatly facilitated by all extracurricular and extracurricular work.

The importance of creating conditions for the emergence of interest in the teacher, in teaching (as an emotional experience of satisfying a cognitive need) and the formation of interest itself has been noted by many researchers. Based on system analysis by S.M. Bondarenko named the main factors that contribute to making learning interesting for the student. According to this analysis, the most important prerequisite for creating interest in learning is the cultivation of broad social motives for activity, understanding its meaning, and awareness of the importance of the processes being studied for one’s own activities.

From the very beginning of the educational activities of younger schoolchildren, significant changes occur in the direction of their interests. Scientists highlight, firstly, the desire of a seven-year-old child to occupy a new, attractive position in society - the position of a schoolchild. This means: going to school like all the older kids, wearing a backpack, or, even better, a briefcase, sitting at a desk, wearing a uniform, etc.

However, such a desire to external situation the schoolboy's spirit quickly fades away. This need, like any other, disappears after it is satisfied. If in the first days a little schoolboy really joyfully experiences his new position among other children and in his family, then within the first weeks these experiences fade and finally disappear completely. The new, becoming everyday and familiar, loses its shade of mysterious unknown and attractiveness. The motive of wanting to become a schoolchild ceases to work.

Characterizing the features of cognitive interest, G.I. Shchukina notes the following as its essential features:

a) the intellectual orientation of searching for something new in an object, the desire to get to know the subject more closely, to know it deeply and comprehensively;

b) the student’s conscious attitude to the subject of his interest and to the task facing him in understanding this subject;

c) emotional connotation: interest is always associated with the desire to know something, the joy of searching, the bitterness of failure and the triumph of discovery;

d) expression in volitional action: interest directs the student’s efforts to discover new aspects and features of the subject.

Among the variety of ways and means developed by practice for the formation of stable cognitive interests, we highlight:

enthusiastic lesson delivery, novelty of educational material;
historicism; the connection of knowledge with the destinies of the people who discovered it;
show practical application knowledge in connection with the life plans and orientations of schoolchildren;
the use of new and non-traditional forms of teaching, alternating forms and methods of teaching;
problem-based learning, heuristic learning, computer-supported learning;
use of multimedia systems, use of interactive computer tools,
mutual learning (in pairs, microgroups);
testing knowledge, skills, demonstrating the achievements of students;
creating situations of success, competition (with classmates, oneself), creating a positive microclimate in the classroom, trust in the student,
pedagogical tact and skill of the teacher, the teacher’s attitude towards his subject, towards the students;
humanization school relations. (Podlasy I.P. Pedagogy: 100 questions 100 answers, -M, 2001.p-187).

1.4 Conditions for the formation of educational and cognitive motivation

The development of the motivational and cognitive sphere of students is facilitated by a skillful combination various methods, means and organizational forms used by the teacher when teaching. The teacher needs to be able to optimally correlate the functions performed by one or another group of methods (“living contemplation” during observation, abstract thinking when using verbal methods, carrying out practical actions), the nature of the content of the topic being studied, the ability of students to master the material in order to select those methods and teaching aids that will allow, under these conditions, to form educational and cognitive motivation and achieve their goals.

In the system of motives that encourage schoolchildren to engage in learning activities, the main place is occupied by the importance of the learning process itself as a socially valuable activity. This motive determines children’s positive attitude towards activity even if it is devoid of direct cognitive interest for them.

Existing studies of cognitive motives for learning reveal low motivating force throughout almost the entire period of childhood under consideration.

The important aspect of cognitive motivation is educational and cognitive motives, motives for self-improvement. If, during the learning process, a child begins to rejoice that he has learned, understood, or learned something, it means that he develops motivation that is adequate to the structure of educational activity. Unfortunately, even among well-performing students, there are very few children who have educational and cognitive motives.

A high level of learning motivation is necessary to achieve academic success, and in this regard, the contribution of motivation to the overall success of a student’s activities can be considered on a par with the student’s cognitive abilities. Sometimes a less capable student, but with a high level of motivation, can achieve higher academic results because he strives for this and devotes more time and attention to learning. At the same time, a student who is not sufficiently motivated may have insignificant academic success, even despite his characteristics.

The low level of influence of cognitive motives on a child’s educational activity in the first and second years of school is natural. Such motives are not acquired along with the backpack, but are gradually formed in the process of learning itself, and responsibility for this falls primarily on the teacher and parents. At the same time, cognitive motives require special actions for their formation, otherwise, with the saturation of some need, for example, the need for the position of a schoolchild, the success of the child’s learning sharply decreases.

To develop full-fledged learning motivation for schoolchildren of early adolescence, it is important to ensure following conditions:

Enrich the content with personally oriented, interesting material;

Affirm a humane attitude towards all students - capable, lagging, indifferent;

Satisfy the cognitive demands and needs of students;

Organize interesting communication between children;

Enrich thinking with feelings;

Develop curiosity;

Form an active self-assessment of your capabilities;

Affirm the desire for self-development and self-improvement;

Use effective support for children's initiatives;

Foster a responsible attitude towards educational work.

Children are curious. They show special attention to new and unknown circumstances. Attention drops when students are presented with knowledge they already know. Here is how L. S. Vygotsky writes about this: “The general psychological rule for developing interest will be the following: in order for an object to interest us, it must be connected with something that interests us, with something already familiar, and at the same time it must always include some new forms of activity, otherwise it will remain ineffective. The completely new, like the completely old, is not able to interest us, to arouse interest in any object or phenomenon. Therefore, in order to put this subject or phenomenon in a personal relationship with the student, we must make its study a personal matter for the student, then we can be sure of success. Through children’s interest in new children’s interest - that is the rule.” Students are eager to tackle a variety of challenging problems. Therefore, they enjoy solving riddles, crosswords, etc.

Contradictions prompt the search for explanations. Children strive to comprehend and organize the world around them. When faced with contradictions, they try to explain them.

A strong factor influencing changes in motivational structures is a problematic situation that confronts students with a difficulty that they cannot solve with the help of their existing stock of knowledge. When faced with a difficulty, they become convinced of the need to acquire new knowledge or apply old knowledge in a new situation.

Only work that requires constant tension is interesting. Light material that does not require mental effort does not arouse interest. Overcoming difficulties in educational activities is the most important condition for the emergence of interest in it. The difficulty of educational material and a learning task leads to an increase in interest only when this difficulty is feasible and surmountable, otherwise interest quickly falls.

The educational material and teaching methods should be sufficiently (but not excessively) varied. The novelty of the material is the most important prerequisite for the emergence of interest in it. However, learning new things should be based on the knowledge the student already has. The use of previously acquired knowledge is one of the main conditions for the emergence of interest. A significant factor in generating interest in educational material is its emotional coloring, the living word of the teacher. Educational material should be bright and emotionally charged.

These provisions can serve as a specific program for organizing the educational process, specifically aimed at creating interest. As a result, in order to create learning motivation for younger schoolchildren, the following conditions are necessary:

Educational activities should be organized so that the child actively acts and is involved in the process of independent search and “discovery” of new knowledge. Resolved problematic issues.
Educational activities should be varied. Monotonous material and monotonous methods of presenting it very quickly cause boredom in children.
It is necessary to understand the importance of the material being presented.
New material should be well connected to what children have learned before.
Neither too easy nor too difficult material is of interest. The learning tasks offered to children should be challenging but feasible.
It is important to positively evaluate all the children’s successes. Positive evaluation stimulates cognitive activity.

Many schoolchildren who fall behind in their studies are intellectually passive. They most often show interest in the easiest, non-core disciplines, sometimes in only one, say, physical education or singing. Difficult, obscure academic subjects associated with consistently low grades rarely arouse cognitive interest.

The negative attitude of schoolchildren to learning is characterized by poverty and narrow motives, weak interest in success, focus on assessment, inability to set goals and overcome difficulties, reluctance to learn, and a negative attitude towards school and teachers.

An indifferent attitude has the same characteristics, but implies the presence of abilities and opportunities to achieve positive results with a change in orientation.

The attitude of schoolchildren to learning is usually characterized by activity (learning, mastering content, etc.), which determines the degree (intensity, strength) of the student’s “contact” with the subject of his activity. The structure of activity includes the following components:

Willingness to complete educational tasks;

The desire for independent activity;

Conscientiousness in completing tasks;

Systematic training;

The desire to improve your personal level, etc.

Activity is directly related to another important aspect of schoolchildren’s learning motivation - independence associated with determining the object, means of activity, and its implementation by the student himself without the help of adults and teachers. Cognitive activity and independence of schoolchildren are inseparable: more active schoolchildren, as a rule, are more independent; insufficient self-activity of a student makes him dependent on others and deprives him of independence.

Managing the activity of schoolchildren is called activation. It can be defined as a constantly ongoing process of encouraging energetic, purposeful learning, overcoming passive and stereotypical activity, decline and stagnation in mental work.

For the development of educational and cognitive motivation, the style of interaction between the teacher and students is important. Humanistic psychology considers the use of such a form during training to be an important condition for the formation of motivation for activity. pedagogical communication, in which the child would feel not only as a learner (i.e., as an object), but also as an independently acting person (i.e., as a subject). This form of communication is cooperation. At the same time, the child feels trust in himself, respect for his personality, which, as he has the opportunity to make sure, is taken into account, whose opinion is valued.

The emotional background of the lesson is the formation of educational and cognitive motivation. In order to achieve results, the teacher must know for himself that for the creative activity of students, first of all, positive emotional states are necessary, which will then contribute to the independent free advancement of students in the information space.

2. Methodological foundations of empirical research.

The work was carried out as part of course work (experimental psychology). Students of grade 5 “a” took part in the study. The purpose of the practical research was: to consider ways of forming educational and cognitive motivation.

The problem of motivation in psychology is studied quite widely. But despite large number research in this area, as well as the appeal of a number of authors to study the characteristics of learning motivation among schoolchildren, this problem cannot be considered solved in many aspects. Moreover, the results of specific studies are often contradictory.

To study the level of satisfaction with the subjects being studied and cognitive activity, the “Attitude to Subjects” technique was used.

The subjects are offered a list of school subjects that they are currently taking according to the school curriculum (ten subjects) (Appendix A). Next to each item it is proposed to write a letter:

Red - like the item (k)

Black - don't like it (h)

Green - sometimes I like it, sometimes I don’t like it (h)

Within twenty seconds, students are asked to put letters in front of school objects.

Processing the results:

The letters K (red) and H (black) are counted and the level of satisfaction with school subjects is determined. For example, this result: red - 9, black - 1, (9-1). Only the number of red ones is counted.

High level: 8-10 points

Intermediate level: 4-7 points

Low level: from 3 and below.

To determine the level of self-esteem of students in educational activities, the “Success Scale” methodology was used

The technique was carried out on the same sheet with a list of school subjects studied by the subjects. The teacher offered to determine how successful you are in studying different subjects. Next to each item, you were asked to put one of these numbers on how successful you feel. Below is the response scale:

1. - very successful

3. - quite successful

5. - not successful at all

After that, more options 2 and 4 are offered, intermediate options, if the child cannot say for sure.

Processing the results:

Only answers 1 and 2 or 5 are counted. The numbers 1 and 2 are written first, for example (9 - 1), and the sum of fives second (9-1).

The first number from the “Attitude to Objects” method and from the “Success Scale” method are compared. If both numbers are equal or close to each other (the difference is 1-2 units), then the self-assessment of success is adequate.

If the indicator from the “Attitude to Subjects” method is less than the indicator from the “Success Scale” method by 3 or more units, then the subject’s self-esteem is overestimated.

If the indicator of the “Attitude to Subjects” method is greater than the indicator of the “Success Scale” method, then the subject’s self-esteem is underestimated.

It may be that both indicators are low, which means that the subject’s self-esteem is persistently low.

To determine the level of development of educational motivation, during lessons, we offered the children a questionnaire from N.G. Luskanova.

This questionnaire was used for individual examination of children. This version of presenting the questionnaire allowed us to obtain more sincere responses from children to the questionnaire questions than an oral survey. We asked students to underline all the answers that were appropriate for them (Appendix B).

When analyzing student responses, we evaluated the answers in points:

The child’s answer, indicating his positive attitude towards school and his preference for learning situations, was assessed as 3 points;

A neutral answer (I don’t know, it varies, etc.) was scored 1 point;

The answer, which allows us to judge the child’s negative attitude towards a particular school situation, was assessed as O points.

Scores of 2 points were not included, since mathematical analysis showed that with scores of 3, 1 and O points, a more reliable division of children into groups with high, medium and low motivation is possible.

3. Analysis and interpretation of the results obtained

The study was conducted at school 51 in Krasnoyarsk.

A study using the “Success Scale” method showed thatadequate self-assessment of educational activities was formed in 81% of class students. This suggests that children correctly assess their successes, opportunities and failures. They adequately respond to the requirements and comments of teachers, and draw the right conclusions in order to change the situation.

19% of children are characterized by low self-esteem. These children tend to be insecure own strength, sometimes success is regarded as an accident, they focus on failures in educational activities, and worry about receiving unsatisfactory grades.

Inflated self-esteem is not typical for students in the class.

The result of this technique is shown in the diagram (Figure 1).

Figure 2 Percentage of self-assessment of the success of educational activities

The next stage of the study was to determine the level of motivation of students with low and adequate self-esteem using the method “Determination of school motivation by A.G. Luskanova. Students with adequate self-esteem are more likely to have an average level of motivation. Among students with low self-esteem, the average level of school motivation is clearly expressed. With average indicators of school motivation, the child has a positive attitude towards school; understands educational material; understands the basics of the program; independently solves typical problems; is attentive when performing tasks, instructions, instructions, but requires control; focused on interest, prepares for lessons, carries out assignments; makes friends with many children in the class.

Further, the study was conducted using the “Attitude to Subjects” method among students with low and adequate self-esteem, which shows the level of satisfaction with the subjects studied and cognitive activity. More than 50% of students with adequate self-esteem have an average level of cognitive activity.Student activity manifests itself only in certain learning situations (interesting lesson content, teaching methods, etc.); determined mainly by emotional perception.It is characterized by the student’s desire to identify the meaning of the content being studied, the desire to learn the connections between phenomena and processes, and master ways of applying knowledge in changed conditions.According to an equal percentage, students of this self-assessment have an overestimated and low level of educational motivation.

For students with low self-esteem, a low level of cognitive activity prevails.

A high level of motivation, found in students with adequate self-esteem,characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.A characteristic feature is the manifestation of high volitional qualities of the student, perseverance and perseverance in achieving goals, broad and persistent cognitive interests. This level of activity is ensured by the excitement of a high degree of discrepancy between what the student knew, what had already been encountered in his experience and new information, a new phenomenon. Activity, as a quality of individual activity, is an essential condition and indicator of the implementation of any learning principle.

Low level of student motivationcharacterized by the student’s desire to understand, remember and reproduce knowledge, and master the method of applying it according to a model. This level is characterized by the instability of the student’s volitional efforts, students’ lack of interest in deepening their knowledge, and the absence of questions like: “Why?”

The research results showed that students of early adolescence are characterized by average levels of cognitive activity and motivation. They show little interest in learning and treat learning activities as something proper and obligatory.

To increase and maintain educational motivation and a sustainable positive attitude towards school, teachers and parents, it is necessary to take into account and influence those components on which educational motivation largely depends:

interest in information, which underlies cognitive activity;
self-confidence;
focus on achieving success and belief in the possibility of a positive result of one’s activities;
interest in people organizing the learning process or participating in it;
need and opportunity for self-expression,
acceptance and approval significant people;
actualization of creative position;
awareness of the significance of what is happening for oneself and others;
need for social recognition;
presence of positive experience and absence of anxiety and fear;
the value of education in the ranking of life values (especially in the family).

CONCLUSION

The main motivating component for learning activities is the student’s motivation. Motives have unequal power of influence on the course and results of the educational process. The importance of creating conditions for the emergence of interest in educational activities and the formation of interest is determined by cognitive and social motives. These motives influence cognitive activity, desire to learn, learning success, efficiency and effectiveness of educational activities.

The object of formation should be considered all components of the motivational sphere and all aspects of the ability to learn, therefore it is expected to pay attention to the state (level) of the student’s ability to learn, to the development of skills in academic work. The problem of motivation in general has been studied quite widely.

There is a large number of works on this problem, including on the problem of motivation to study among schoolchildren of early adolescence. However, the results of studying this problem are often ambiguous and often contradictory. There are still little developed aspects that require further study due to the great practical significance of this problem.

Internal and external motivation for a student’s learning is important. To form internal motivation, the teacher needs to be able to evaluate the way the student performs the learning activity, and external motivation takes the form of tips, hints, demands and instructions.

One of the main tasks of a teacher for developing the learning motivation of a student of early adolescence is to increase the share of internal motivation in the student’s motivation structure. The development of internal motivation for learning occurs as a shift of external motive to the goal of learning. Thus, it is possible to captivate a student in learning within the framework of a learning process that does not resort to measures of pressure on the child, but finds incentives precisely in the student’s internally positive disposition towards learning and strives to educate and form such an attitude in him.

Educational process in terms of content and form of presentation of the material, it must be flexible and pursue one of the most important objectives of teaching - to make the assimilation of students’ knowledge lasting, meaningful, and the learning itself desirable and bringing joy.

Learning as an activity that forms educational motives is a complex process that necessarily includes, in expanded or collapsed form, the link of creating readiness to accept a learning task, orientation in it, and the link of educational actions. Transformation of educational material, level of control, evaluation of one’s work. These elements function as components of the personality of a primary school student, are performed jointly and under the guidance of a teacher, and are of a conscious nature.

Cognitive activity, interest in searching and transforming educational information are manifested only in a certain learning atmosphere, where there is no coercion or imperativeness. The famous psychologist and teacher Sh. A. Amonashvili, who not only created the concept of such training, but also practically implemented it in his pedagogical work with children, characterizes this approach as follows: “The essence... is that pedagogically mandatory educational and cognitive The students accepted the task on a positive and motivational basis. In other words, the point is that, if it is necessary to master a specific system of knowledge and precisely during a certain period of study, the student accepts the pedagogically obligatory educational task as freely chosen by him.”

Such training, of course, places increased demands on the teacher, not only on his communication technique, but also on artistry, which is necessary to convince children that without their help, without cooperation with him, it is extremely difficult, almost impossible, to cope with the task. All this determines the formation of the learning motivation of a junior schoolchild.

The general way to form learning motivation is to help transform the student’s broad motivations into a mature motivational sphere with a stable structure. Of course, this work can only be done by the entire teaching staff working in conjunction with the family, although it is desirable for each teacher to see it in full.

The results of the study show that students of middle adolescence are characterized by average levels of cognitive activity and motivation. The emergence of a stable level of motivation contributes to the possibility of including the child in such types of educational activities where he can achieve success and, at the same time, where there is a feeling of overcoming difficulties and obstacles. The teacher needs to constantly maintain a positive emotional atmosphere in the lesson, for this it is necessary to strengthen the student’s confidence in his abilities, reduce negative influence stress during tests and tests, all kinds of interference and fatigue; create a situation of success, which is possible with cooperative relationships between teacher and student and mutual respect.

LIST OF SOURCES USED

Wenger A.L., Tsukerman G.A. Psychological examination of junior schoolchildren./A.L. Wenger, G.A. Zuckerman. - Moscow: “Vlados - press”, 2003.- 160 p.
Gamezo M.V., Petrova E.A., Orlova L.M. Developmental and educational psychology/M,V. Gamezo, E.A. Petrova, L.M. Orlova.- Moscow, 2010.-512s
Gromkova M.T. Psychology and pedagogy of professional activity/M.T. Gromkova.- Moscow, 2003.-118s
Dubrovina I.V. Developmental and educational psychology/I, V. Dubrovina.- Moscow, 2006.-368с
Zimnyaya I.A.Pedagogical psychology/I.A.Zimnyaya.- Moscow, 1999.-384с
Zaitsev D.V. Preschool correctional pedagogy: Textbook./D.V. Zaitsev.- Saratov: Publishing House of the Saratov Pedagogical Institute, 2000.-40s
Kasvinov S.G. VYGOTSKY'S SYSTEM/S.G. Kasvinov. - Kharkov “Rider”, 2013. - 460 p.
Kolominsky Ya.L., Panko E.A., Igumnov S.A. Mental development of children in normal and pathological conditions/Ya.L. Kolominsky, E.A. Panko, S.A. Igumnov - St. Petersburg, 2004.-480s
Kulagina I.Yu., Kolyutsky V.N. Developmental psychology/I, Yu. Kulagina, V.N. Kolyutsky.- Moscow, 2010.-464s
Methodological recommendations: Motivation as the basis of educational activities / Edited by V.N. Rozhentseva - Norilsk 2002.-10s
Scientific and methodological journal: Primary school / Edited by V.G. Goretsky. 2008.-s-5
Scientific journal: issues of psychology/Edited by E.V. Shchedrina-M, 2006.-30s
Ovcharova R.V. Practical psychology at school./R.V. Ovcharova.- Moscow,- 1999.-168s
Podlasy I.P. Pedagogy/I.P. Podlasy.- Moscow, 1996.-236s
Podlasy I.P. Pedagogy: 100 questions 100 answers/I.P. Podlasy.- Moscow, 2001.-365s
Polyantseva O.I. Psychology for secondary medical institutions./O.I. Polyantseva. -Rostov on Don.: Phoenix, 2009. - 415 p.
Professional pedagogical magazine: Teacher / Edited by Novokshonov Yu.M. M, 2001.
Ratanova T.A. Psychodiagnostic methods for studying personality T.A. Ratanova, Shlyakhta N. F. 2008.-320s
Psychological Science and Education/. Edited by V.V. Rubtsova - Moscow, 2002.-315s
Rean A.A. Pedagogy/A, A. Rean-Moscow, 2010.-304s
Russian social and pedagogical journal: Public education: Methodology for diagnostic orientation of educational motivation / Edited by T.D. Dubovitskaya- M, 2003.-24-28s
Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education / V.S. Selivanov. - Moscow, 2002. - 336s
Talyzina N.F./Formation of cognitive activity of junior schoolchildren./N.F. Talyzin.-Moscow.1997.-175s
Flake - Hobson K., Robinson B.E., Skene P. Development of the child and his relationships with others./K. Flake-Hobson, B.E.Robinson, P.Skin.-Moscow: AST-Press, 1998.- 314 p.
Shchukina G.I. Pedagogical problems of forming cognitive interests of students. /G.I. Shchukina M., Pedagogy, 1988.-208s
Exacousto T.V., Istratova O.N. Handbook of an elementary school psychologist/T.V. Exacousto, O.N. Istratova - Rostov n/a, 2008.-249s
Www . School and learning. Ru
Www . Teacher and student. Ru

APPENDIX A

(Required)

Summary table of empirical studies grade 5

Name	Cognitive activity		Self-assessment of success		Motivation
Name		points	level	points	level	points	level
Student #1				hell
Student #2				hell
Student #3				hell
Student #4				hell
Student #5				hell
Student #6				zan
Student #7				hell
Student #8				hell
Student #9				hell
Student #10				hell
Student #11				zan
Student #12				hell
Student #13				zan
Student #14				hell
Student #15				hell
Student #16				hell

APPENDIX B

(Informative)

Questionnaire for determining school motivation.

A. G. Luskanova

1. Do you like school?

a) yes

b) sometimes

c) no

2. Are you always happy to go to school in the morning, or do you more often want to stay at home?

A) I’m going with joy

B) it varies

C) more often I want to stay at home

3. If the teacher said that all students did not have to come to school tomorrow, would you go to school or stay at home?

A) would go to school

B) don't know

C) would have stayed at home

4. Do you like it when some of your classes are cancelled?

a) don't like it

B) it varies

c) like it

5. Would you like not to be given any homework?

A) would not like

B) don't know

B) would like

6. Would you like there to be only breaks at school?

A) no

B) don't know

B) would like

7. Do you often talk about school to your parents and friends?

A) often

B) rarely

B) I don’t tell

8. Would you like to have a different, less strict teacher?

A) I like our teacher

B) I don’t know for sure

B) would like

9. Do you have many friends in your class?

A) yes

B) little

B) no friends

10. Do you like your classmates?

A) like

B) not very

B) don't like it

PAGE \* MERGEFORMAT 2

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The theoretical basis of the study is a system of scientific provisions, scientific theories, methodological principles and approaches on the basis of which the research hypothesis was put forward and the theoretical and empirical results of the study were analyzed.

Theoretical basis research emerged theories of educational activity L.S. Vygotsky, P.Ya. Galperina, D.B. Elkonina, V.V. Davydova; concepts of professional competence and professional competence, developed at the Institute of Pedagogy and Psychology of Vocational Education of the Russian Academy of Education under the leadership of G.V. Mukhametzyanova.

Research methods and techniques

Translated from ancient Greek, “method” means “the path to...” - the path to achieving a certain goal, some result.

Talking about research method, usually mean certain principles, ways of knowing, as well as rules and research procedures developed on their basis.

The main research methods used in psychology include:

a) methods of theoretical research (comparison, generalization, classification, typology, method of analogies);

a) methods of empirical research (observation, experiment, testing, questioning);

b) methods of mathematical processing and analysis of empirical data (statistical, correlation, cluster, factor, variance, content analysis);

The choice of method is determined by the choice of object and subject of research, the goals and objectives of the study, as well as the capabilities and preferences of the researcher.

Research methodology– a specific form of method implementation that allows obtaining initial empirical data (observation or experimental protocols, a specific test, a separate questionnaire or questionnaire).

The research used methods of expert assessments, experiments, psychological testing, and questionnaires.

To determine the level of professional competence of teachers, a specially developed Questionnaire (see Appendix 1) and an expert assessment form (see Appendix 2) were used.

The degree of students' understanding of the teacher's explanations was determined by content analysis.

To determine the level of development of thinking processes, intellectual tests were used (see Appendix 3).

When processing and analyzing empirical data, methods of mathematical statistics and correlation analysis were used.

The reliability of the results of the empirical study was checked using Student's statistical tests.

Experimental research base

The experimental base of the study is the place where the empirical (experimental) part of the study was carried out (educational institution, organization), and the sample of subjects who took part in the study.

Experimental research base There was a gymnasium No. 75, students of the 8th and 10th grades in the amount of 96 people (54 girls and 42 boys) and subject teachers in the amount of 8 people with teaching experience from 3 to 15 years.

Practical significance of the study

Justification of the practical significance of the study requires an indication of the applied areas of psychology in which the research results can be applied.

Main part of the work

The chapters of the main part of the work examine in detail the state of the research problem, provide justification for the research hypothesis, describe research methods and procedures, present the main results and give their interpretation. All materials that are not vital for understanding the solution to the assigned problems are included in the appendix, which must be referenced in the main text of the work.

The main part of the work is divided into two parts: theoretical and empirical.

2.5.1. Theoretical part

The theoretical part reveals the theoretical basis of the study. The section includes:

· analysis of key concepts and main theoretical approaches used in the study of the topic of research and development, with obligatory reference to the publications of leading specialists (psychologists) who have studied certain aspects of this topic;

· analysis of empirical data on the research problem obtained by different authors, and expression of one’s attitude towards them (which one is critical of and why);

The logic of presenting the material in the theoretical part should be subordinated to the goal of formulating and justifying the research hypothesis and approaches to its empirical verification.

When presenting the theoretical part, it is necessary to make references to literary sources (publications) from which this or that material is taken. The reference is made using square brackets, which indicate the number under which this publication is listed in the list of references, for example. When quoting any provisions and borrowing passages of text from the publication used, you should also indicate the page number on which the corresponding text is located, for example.

The task of the theoretical part is to gain a deeper understanding of the essence of the chosen research topic. This part shows the student’s level of understanding of the problem and the subject of research, gives an idea of how well the student understands which psychologist and what contribution he made to the problem he is researching.

2.5.2. Empirical part

Unlike the theoretical part, where the student demonstrates his ability to work with literature and analyze various theoretical concepts, in the empirical part he demonstrates the skills of practical use of various psychodiagnostic procedures, the ability to work with subjects, organize and conduct psychological testing.

In this section, it is necessary to describe in detail the procedure for organizing and conducting the study, the methods and techniques used in the study, the list of diagnosed indicators, the procedure for processing and analyzing initial empirical data.

If possible, detailed answers should be given to questions about what was studied and measured, how the research and measurement were carried out, and what results were obtained. It is imperative to indicate the degree of accuracy and level of reliability of the research results.

The empirical part of the study includes:

Description and justification for the choice of methods and procedures used in the study;

An indication of the procedure for selecting subjects for the study;

Presentation of the results of qualitative and quantitative processing and analysis of the obtained empirical data;

Interpretation of data (i.e. disclosure of their scientific psychological content, first of all, in the context of the problem and hypothesis of the study);

An assessment of the reliability of the conclusions that are drawn based on the analysis of empirical data, and their relationship with the research hypothesis (the extent to which it is confirmed or not confirmed).

Conclusion

This part of the work serves as the ending, determined by the logic of the research. Here is a brief summary of the results and conclusions obtained during the implementation of the WRC, their relationship with the general goal and specific tasks set and formulated in the introduction. It is necessary to emphasize the new and significant that was obtained as a result of the research.

Typically, the final results of the study are presented in the form of a number of numbered paragraphs.

In this part, we can note what important by-product scientific results have been obtained and what new scientific problems arise in this regard.

References

The list of references used is located after the conclusions and before the appendices. It allows you to document the accuracy of borrowings and references given in the text.

The number of referenced literary sources is from 15 to 30.

The location of bibliographic sources is given either by the author's last name, or by the first word in the title of a book, document or article, if the authors are not listed. Authors with the same surname are arranged in the alphabet of initials. Works of one author - in chronological order.

Publication date: 10/28/2017 11:37

The first part of the thesis in psychology is a theoretical study. It involves studying literature on the topic of research, summarizing the material, its analysis and structured presentation.

Graduate theses in many humanities disciplines contain only empirical research. But in psychology, researchers strive to test their theories in practice. Therefore, the second part of the coursework, diploma and master's work in psychology is an empirical study.

What is empirical research in psychology

The term "empirical" is synonymous with the word practical, related to experience. Therefore, the second chapter of a diploma or coursework in psychology is also called “Practical Chapter” or “Experimental Chapter”.

The logic of the final work in psychology is as follows:

First, the student studies what other researchers have done on his chosen topic. Gets acquainted with theoretical models of psychological phenomena, as well as with the results of empirical research.
Based on theoretical analysis of other people's work and his own ideas, the student develops a plan for his own empirical research.
Next, the student psychologist conducts an empirical study, analyzes its results and draws conclusions.

What is the essence of empirical research in psychology?

Its main feature is that it allows you to study the patterns of the human psyche, patterns of thinking, emotional life, behavior, etc.

The main instrument of empirical research in psychology is the tools of psychological diagnostics - tests, questionnaires, questionnaires, etc. With their help, the research psychologist obtains empirical data, subjects them to mathematical analysis and, on its basis, draws conclusions about psychological patterns.

The results of empirical research in psychology claim to be a psychological law or pattern. This brings psychology closer to the exact sciences, for example, physics.

However, in psychology there are many theories and models that are actively used in the practice of psychotherapy and counseling. But these models have not been empirically tested. However, the lack of empirical validity does not make these theories any less valuable. This fact reflects that psychology belongs to the humanities, where it is impossible to obtain accurate knowledge about an object.

Structure of the empirical study

The structure of empirical research is reflected in the first paragraph of the second (practical) chapter of a course, diploma or master's thesis in psychology and includes the following elements.

Purpose of empirical research, as a rule, coincides with the purpose of the entire work. Most often, this goal can be associated either with identifying relationships between psychological indicators, or with identifying differences in the severity of psychological parameters in two groups of subjects, divided by some criterion.

Objectives of empirical research reflect the sequence of steps that must be taken to achieve the goal of empirical research. For example, they may include:

Selection of psychodiagnostic techniques.
Sampling of empirical research.
Conducting psychodiagnostics and compiling a summary table of the results of psychological testing.
Qualitative analysis of the obtained data.
Statistical processing of psychodiagnostic results.
Interpretation of the results of mathematical processing.
Formulation of conclusions.

Empirical Research Hypothesis, as a rule, coincides with the hypothesis of the entire work and reflects the assumption about the relationship of indicators or their differences. There may be several hypotheses if the study uses many psychological indicators. Sometimes it is appropriate to formulate a general hypothesis and then specify it in several specific ones. For example:

General hypothesis: there are differences in motivation among employees of different genders.

Particular hypotheses: 1) men are distinguished by a greater degree of motivation to achieve success; 2) women are distinguished by a greater expression of motivation for approval.

Sample of empirical research- these are the subjects or respondents who will participate in testing. When forming a sample, it is important that all subjects have similar socio-demographic characteristics. The work usually indicates the gender, age, and education of the respondents. If necessary, you can indicate your marital status and professional experience. The choice of characteristics is determined by the purpose and objectives of the study. For example, if personal factors of professional burnout among teachers are being studied, then it is hardly necessary to indicate the number of children when describing the sample.

Methods of empirical research- these are the tools that a psychologist uses to obtain empirical data about the psychological characteristics of subjects. Distinguish the following types methods used in graduate research in psychology:

Questionnaires. This type of technique involves interviewing subjects about their socio-demographic characteristics, as well as some psychological characteristics. Questionnaires are not strictly reliable and valid psychological instruments. Therefore, their data is for reference and auxiliary purposes.
Questionnaires and tests are psychological tools standardized according to certain rules. With their help, you can obtain data about the psychological characteristics of the subjects. This data is considered valid and reliable, that is, reliable. This type of empirical research methods is most often used in coursework, diploma and master's degrees in psychology.
Projective techniques also make it possible to obtain data on the psychological characteristics of subjects, like questionnaires, but they are less standardized. Projective tests are rarely used in higher education tests in psychology, since their results are difficult to translate into numerical indicators. Projective techniques are more appropriate in clinical and psychotherapeutic practice for individual work.

Next important element empirical research - these are the results of empirical research and their analysis. Considering its importance, let us dwell on it in more detail.

Results of empirical research and their analysis

The meaning of empirical research in psychology is to obtain results and, after analyzing them, formulate a conclusion about certain psychological patterns.

There are several types of empirical research results, reflecting the successive stages of their processing.

The first type of empirical research results are test results. The test subjects' responses to psychological questionnaires are processed using keys and entered into a summary table of results (it is usually placed in the appendix).
The second type of empirical research results are the results of statistical data processing. For example, a summary table of psychodiagnostic results is entered into a statistical program (for example, STATISTICA or SPSS) and correlations are calculated or differences are analyzed. These results are presented in the text of the work and are accompanied by a description and interpretation.

Typically, the analysis of the results of an empirical study is carried out in two stages:

The first stage is a qualitative analysis of data obtained from all psychodiagnostic methods. It involves constructing histograms or tables with distributions of indicators, as well as diagrams of average values.
The second stage is statistical data analysis. This stage involves presenting the results of statistical calculations in the form of tables. Below the tables is a description of the results and their interpretation.

Let us consider, as an example, the analysis of the results of an empirical study, the purpose of which was a comparative analysis of the coping strategies of young people from Russia and the USA.

Let only one technique be used - the Questionnaire “Methods of Coping Behavior” by R. Lazarus and S. Folkman (adapted by T.L. Kryukov, E.V. Kuftyak, M.S. Zamyshlyaev).

The sample included two groups of subjects: Group 1. Young people, citizens of Russia, 60 people (30 boys and 30 girls), age - from 20 to 25 years; live in Moscow; Group 2. Young people, US citizens, 60 people (30 boys and 30 girls), age - from 20 to 25 years; live in New York.

At the stage of qualitative analysis, we compare the structure of coping strategies in groups, presenting them in the form of a graph.

In Fig. Figure 1 shows the structures of coping strategies of young people from Russia and the USA.

Analysis of the data shown in Fig. 1 shows that in the group of subjects from Russia, coping strategies such as seeking social support and distancing are most pronounced. The least pronounced are flight-avoidance and self-control.

In the group of subjects from the USA, coping strategies such as planning to solve a problem and taking responsibility were most pronounced. The least pronounced are flight-avoidance and confrontational coping.

It is possible to note some common features of the structure of coping strategies in groups of subjects. Young people from Russia and the United States have the least pronounced escape-avoidance coping, that is, regardless of citizenship, young residents of megacities are not inclined to overcome negative experiences due to difficulties by reacting in an evasive manner: denying the problem, fantasizing, unjustified expectations, distraction etc. This result may reflect the specifics of life in a metropolis, where infantile forms of behavior in the home life do not allow one to achieve success.

One can also note equally low values for confrontational coping, which means that young people from Russia and the United States are equally not inclined to resolve problems through conflict behavior and outburst of emotions.

At the second stage of analyzing the results of the empirical study, we conduct a statistical analysis of the data using the Mann-Whitney U test, which allows us to identify statistically significant differences in the severity of coping strategies in the two groups.

The results of calculating significant differences in the indicators of coping strategies of young people from Russia and the USA are shown in Table 1.

Table 1. Results of calculating statistically significant differences in coping strategies and resilience of young people from Russia and the USA.

	Average values		Mann-Whitney U test	Statistical significance level (p)
	Russia	USA	Mann-Whitney U test	Statistical significance level (p)
Confrontational coping	43,6	44,3	1777	0,904
Distancing	62,1	49,0	1136	0,000*
Self-control	45,3	50,8	1348,5	0,018*
Search for social support	65,7	49,3		0,000*
Taking responsibility	54,9	54,0	1690,5	0,565
Escape-avoidance	41,8	41,4	1718	0,667
Planning a solution to a problem	50,4	56,4	1293,5	0,008*
Positive revaluation	45,3	45,2	1760	0,834

* - differences are statistically significant (p≤0.05)

Analysis of the data presented in Table 1 allows us to draw the following conclusions:

The level of the “distancing” coping strategy is statistically significantly higher in the group of young people from Russia. This means that, compared to Americans, Russian subjects tend to overcome difficult life situations by subjectively reducing its significance and the degree of emotional involvement in it; they are more characterized by the use of intellectual techniques of rationalization, switching attention, detachment, humor, devaluation, etc.

The level of the coping strategy “seeking social support” is statistically significantly higher in the group of young people from Russia. This means that, compared to Americans, Russian subjects tend to resolve problems by attracting external (social) resources, seeking informational, emotional and effective support; They are characterized by a focus on interaction with other people, an expectation of support, attention, advice, sympathy, and specific effective help.

The level of the “self-control” coping strategy is statistically significantly higher in the group of young people from the USA. This means that, compared to Russians, American subjects tend to overcome difficult life situations by purposefully suppressing and restraining emotions, minimizing their influence on the perception of the situation and the choice of behavioral strategy with high behavioral control and the desire for self-control.

The level of the coping strategy “planning to solve a problem” is statistically significantly higher in the group of young people from the USA. This means that, compared to Russians, American subjects tend to overcome difficult life situations through a targeted analysis of the situation and possible behavior options, developing a strategy for resolving the problem, planning their own actions taking into account objective conditions, past experience and available resources.

It can be noted that there were no statistically significant differences in vitality indicators in groups of young people from Russia and the USA. This means that despite the differences in the ways of overcoming stress and TJS, the measure of the ability of young people from Russia and the United States to withstand a stressful situation, maintaining internal balance and without reducing the success of their activities does not differ.

So, the analysis made it possible to identify national characteristics of coping with TJS among young Russians and Americans.

Young people from Russia in difficult life situations tend to distance themselves from the situation and thereby reduce its significance for themselves, and this shows a certain contemplativeness of the Russian mentality. It is also shown that young people from Moscow, to a greater extent than their peers from New York, tend to resort to social support in THS, which can be seen as a reflection of collectivist tendencies in the Russian character as opposed to individualistic ones in the American character.

Young Americans, to a greater extent than their Russian peers, tend to show self-control and control their behavior in TJS, which reflects the American national trait of emotional restraint. Also, young people from the United States, unlike their Russian peers, are more inclined to plan solutions to problems, which reflects the tendency of Americans in general to be focused on success, which involves planning activities.

Brief description of the specific result of statistical processing. For example, “The level of the coping strategy “distancing” is statistically significantly higher in the group of young people from Russia.”
Extended description of the result of statistical processing. For example, “This means that compared to Americans, Russian subjects tend to overcome difficult life situations by subjectively reducing its significance and the degree of emotional involvement in it; they are more characterized by the use of intellectual techniques of rationalization, switching attention, detachment, humor, devaluation, etc.”
Interpretation of the result of statistical processing. For example, “The identified differences in the use of the “distancing” coping strategy, from our point of view, are associated with differences in the Russian and American mentality. In particular, with more active Americans in foreign affairs and more contemplative Russians.”
General conclusion based on the results of the analysis of statistical data: “So, the analysis made it possible to identify national characteristics of coping with TJS among young Russians and Americans.
Young people from Russia in difficult life situations tend to distance themselves from the situation and thereby reduce its significance for... (see above)"

Types of empirical research in graduate research in psychology

Most often, in coursework, diploma or master's theses in psychology, within the framework of empirical research, it is supposed to state certain psychological patterns. That is, to identify what exists and this type of research is called ascertaining.

For example, in the example above we see a pattern ascertaining research- the researcher reveals differences in coping strategies among students from the USA and Russia and does not influence the situation in any way.

However, in some cases, psychologists do not limit themselves to making statements, but want to somehow correct or improve the situation.

For example, a psychologist conducts a comparative analysis of anxiety in older boys and girls. preschool age. He receives some data, for example, that in the group of boys the number of children with very high levels of anxiety is statistically significantly higher than in the group of girls.

We can, of course, limit ourselves to stating this fact. However, most often the task is to correct anxiety in children. This problem is solved within the framework formative research.

Thus, the goal of formative research is the correction (reduction) of any unfavorable psychological quality that is overly expressed in the subjects. This could be anxiety, aggressiveness, a tendency to deviate behavior, etc.

The purpose of formative research may also be the development of some positive psychological quality that is not sufficiently developed in the subjects. These could be, for example, self-actualization, self-attitude, self-confidence, etc.

The forms of implementation of a formative experiment can be various kinds of corrective or developmental programs, psychological trainings, etc.

And finally, the third type of empirical research in graduation qualifying works in psychology it is control study. Its purpose is to check how effective the program for correction or development of any psychological quality turned out to be.

As a rule, as part of formative empirical research, subjects are retested using the methods that were used in conducting the ascertaining research.

If the indicators have improved, for example, the aggressiveness of adolescents has decreased or the stress resistance of employees has increased, then the program or training is considered effective.

IN coursework In psychology, only ascertaining studies are conducted.

In bachelor's theses and dissertation studies in psychology, ascertaining variants of empirical research are most often found, but it is also possible to use formative and control research.

In master's theses in psychology, quite often there are topics that involve conducting formative and control empirical research.

Empirical research involves the study and justification of any method or technique using reliable data. In other words, these studies have a factual basis, and in the process of studying them, reliable experience and proven statements are used.

Empirical research is carried out using various sociological surveys, questionnaires, and collated archival data. Because of this, the empirical method is sometimes also called socio-psychological.

Literally, the empirical method of research is called the “method of ironclad, irrefutable facts.” It is often meant that the main factors in the study of a particular phenomenon should be only those aspects that a person can physically experience.

Internal structure of the empirical level. It is formed by two sublevels: a) direct observations and experiments, the result of which are observational data; b) cognitive procedures through which the transition from observational data to empirical dependencies and facts is carried out.

The basis for conducting empirical research can be directly “practical sites” (a real organization, a school, a group of people with similar interests, etc.) and an “artificial site” (a laboratory, special premises where research is carried out, etc.).

The base for empirical research is the organization (institution) where the empirical research was conducted. This can be any institution or organization (education, healthcare, social sphere, production, commercial, structures of the Ministry of Emergency Situations, the Ministry of Internal Affairs, the Ministry of Defense, etc.), the profile of which corresponds to the type of data sought in the study, and the operating conditions allow organize empirical (including experimental) research and collect the necessary empirical material.

An important component of empirical research is the identification and justification of the study sample.

A sample is a group of subjects selected from the population being studied to participate in a study. Its main quality is representativeness, which determines the validity (reliability) of the study and is achieved by adequate methods of selecting subjects.

Selection and justification of research methods

When choosing a research methodology, you need to take into account a number of factors: the goals and objectives of the research, the level of hardware equipment of the methodology, the complexity of application and data processing, the conditions of the research.

Sources of empirical information and methods of working with them.

In journalism, there are two main groups of methods for studying reality: rational-cognitive (empirical and theoretical) methods and the artistic method.

TO empirical methods based on the acquisition of knowledge as a result of direct contact with reality, include observation, work with documents, interviews and experiments.

Journalistic observation purposefully, consistently, systematically. Thus, it differs from ordinary observation, which is spontaneous in nature. Journalistic observation is characterized by

· by way of organization: open (the journalist introduces himself) and hidden (the journalist does not introduce himself);

· according to the degree of journalist: included (journalist direct participant) and not included (the journalist is only an observer);

· according to the conditions of studying the subject: direct (direct observation) and indirect (indirect observation due to a number of reasons - remoteness, hiddenness of the object);

· based on time: short-term and long-term.

Working with documents. In this case, documents mean not only official papers, but any evidence that may vary

· by type of fixation(printed, handwritten, magnetic films, etc.)

· according to the degree of intended for printing(intended and not);

· according to the field of activity that generated the document(household, industrial, scientific, reference and information, etc.).

There are two main methods of working with documents. Traditional (qualitative), which involves familiarity with the document and its interpretation. Formalized method , being built on content analysis, i.e., studying a large array of documents of the same type according to certain parameters.

Interview method includes any work based on the survey principle: traditional interview, conversation, survey, questionnaire.

Experimental method has two forms. The first of them has long been known as “a journalist changes profession.” The second, in fact, is an experiment: the journalist specifically models the situation and observes how it unfolds.