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List of publications on a keyword: «мотивы учения»

  • The study of the relationship between the motives of learning with self-regulation and student academic performance

    Book Chapter
    Theoretical and practical aspects of pedagogy and psychology
    Author:
    Galina A. Glotova
    Work direction:
    Глава 4
    Abstract:
    The study is devoted to the analysis of the relationship between the motives of learning, measured by two methods based on different theoretical approaches, with the main regulatory processes (planning, modeling, programming, evaluation of results) and regulatory and personal properties (flexibility, independence), as well as with students' self-reports on academic performance. The study used the following methods: «Diagnostics of students' learning motivation» (Badmaeva, 2004), «Scales of academic motivation» (Gordeeva, Sychev, Osin, 2014), «Style of self-regulation of behavior – SSP-98» (Morosanova, 2000) and self-report of students on their academic performance over the past semesters. The study was conducted using an online survey in a Google form on a sample of 82 university students aged 18–29 years. Correlation analysis (according to Spearman) and factor analysis (with Varimax rotation) were used in data processing. The results of the study: multiple significant correlations of learning motives, measured by two different methods «Diagnostics of student learning motivation» and «Scales of academic motivation», with scales of the SSP-98 methodology were obtained; significant positive correlations of learning motives with self-report on academic performance allow us to analyze the types of students' activities that include learning activities, that requires the use of already developed educational technologies and the development of new ones in the educational process at the university.
    Keywords:
    self-regulation, academic performance, educational technologies, university students, motives of learning
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  • Factors of variability in the relationship between the motives of teaching and the academic success of students

    Book Chapter
    Theoretical and practical aspects of pedagogy and psychology
    Author:
    Galina A. Glotova
    Work direction:
    Глава 5
    Abstract:
    The study is devoted to a comparative analysis of the results of using in different samples two different methods related to the study of students' learning motivation. The study used methods based on different approaches «Diagnostics of students' learning motivation» (Badmaeva, 2004) and «Scales of academic motivation» (Gordeeva, Sychev, Osin, 2014). In addition, students provided information about their academic performance over the past semesters. The study was conducted using an online survey in a Google form on a sample of 82 university students aged 18–29 years. Correlation analysis (according to Spearman) and factor analysis (with Varimax rotation) were used in data processing. The results of the study showed that the scales of the methods «Diagnostics of students' learning motivation» and «Scales of academic motivation» when used in different samples correlate quite closely with each other; the methods «Diagnostics of students' learning motivation» and «Scales of academic motivation», despite differences in their structure and terminology, allow us to assess the formation of students' learning motives; with the self-report on academic performance in the method «Diagnostics of students' learning motivation» correlate, first of all, the motives of the learning of the «activity spectrum», and in the method «Scales of academic motivation» – the scale of the «internal motivation» of the learning; the joint use of the methods «Diagnostics of students' learning motivation» and «Scales of academic motivation» makes it possible to obtain a more differentiated picture of the features of the motivational sphere of students.
    Keywords:
    comparative analysis, academic performance, university students, motives of learning, diagnostic techniques
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  • Formirovanie motivatsii pervoklassnikov k obucheniiu v shkole

    Proceeding
    Psychology today: from theory to practice
    Authors:
    Alina V. Khmelnitskaia, Natalia G. Ivanova
    Work direction:
    Практическая психология в сфере образования
    Abstract:
    The article analyzes the possibilities of forming the motivation of first-graders to study at school: the relevance of such work and its directions are determined. The program of formation of motivation of first-graders to study at school, tested in practice, is briefly described. The results of the effectiveness of the program are presented.
    Keywords:
    motives for learning, first grade students, correction of motivation of first graders
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  • The Relationship of the Motivational Component of Engagement in Learning with the Academic Difficulties of Students

    Proceeding
    Pedagogy, Psychology, Society
    Author:
    Galina A. Glotova
    Work direction:
    Общая психология, психология личности, история психологии
    Abstract:
    В статье рассматриваются связи показателей мотивационного компонента вовлеченности в учение с самоотчетами студентов о наличии академических трудностей и преодолении их в процессе обучения в вузе. Для оценки мотивов учения использовались методики «Диагностика мотивации учения студентов» [1] и «Шкалы академической мотивации» [8], построенные на основе различных теоретических подходов. Трудности студентов и возможности их преодоления в учебном процессе анализировались на основе пилотного опросника «Академические трудности студентов» [7]. Исследование проводилось методом онлайн-опроса в Google-форме на выборке 40 студентов различного возраста, пола, курса и профиля обучения. Обработка данных осуществлялась с использованием корреляционного анализа (по Спирмену), критерия χ2 Пирсона и критерия φ* углового преобразования Фишера. Получены множественные достоверные корреляции между шкалами двух различных по структуре и содержанию методик исследования мотивов учения; выявлены особенности связей шкал методик диагностики мотивов учения с академическими трудностями студентов и возможностями их преодоления.
    Keywords:
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  • Relation of academic difficulties with individual characteristics of students

    Book Chapter
    Theoretical and practical aspects of pedagogy and psychology
    Authors:
    Galina A. Glotova, Egor D. Fedotov
    Work direction:
    Глава 4
    Abstract:
    The chapter considers the relationship of students' self-reports on the presence and overcoming of academic difficulties in the process of learning at the university with the motives of learning, self-assessment of emotional and personal well-being and academic performance. The authors' pilot questionnaire aimed at identifying students' academic difficulties and opportunities to overcome them in the educational process at the university, as well as the methods «Diagnostics of Students' Learning Motivation» (Badmaeva, 2004) and «Self-assessment of Emotional and Personal Well-being» (Karapetyan, Glotova, 2020) and self-report of students on their academic performance for the previous semesters were used. The main part of the study was conducted by an online survey in a Google-form on a sample of 75 students of different ages, genders, courses and learning profiles, 40 students participated in the additional part of the study. Data processing was carried out using correlation analysis (according to Spearman). As a result of the study, multiple significant correlations of the academic difficulties with motives of learning, academic performance and emotional and personal well-being of students were obtained; a number of differences in the correlations of academic difficulties with the motives of learning of «activity spectrum» and «social spectrum» were revealed.
    Keywords:
    academic performance, university students, motives of learning, academic difficulties, emotional and personal well-being
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  • Motivatsionnye korreliaty otnosheniia k ucheniiu i vkliuchennosti studentov v auditornye zaniatiia

    Proceeding
    Technopark of universal pedagogical competencies
    Author:
    Galina A. Glotova
    Work direction:
    Реализация в образовательном процессе субъектной позиции обучающихся
    Abstract:
    В статье отмечается, что одним из проявлений субъектности студентов является их отношение к учению и степень включенности в учебные занятия в вузе. Особую роль при этом играют мотивы учения, которые понимаются нами, как связанные с включающими видами деятельности, внутри которых действия учения могут осуществляться с различной степенью эффективности. Целью исследования явился анализ связей между отношением студентов к учению, их включенностью в аудиторные занятия и мотивами учения, измеренными двумя методиками, в основе которых лежат разные теоретические подходы. Использовались методики «Диагностика мотивации учения студентов» (ДМУС) (Бадмаева, 2004), «Шкалы академической мотивации» (ШАМ) (Гордеева, Сычев, Осин, 2014), «Смайлики» (Гижицкий, 2016), «Включенность в учение» (Глотова, Дорофеева, 2022). В исследовании, проведенном методом онлайн-опроса в Google-форме, приняли участие 115 студентов вузов в возрасте 18–25 лет. При обработке данных применялись корреляционный анализ (по Спирмену) и факторный анализ. В результате исследования получены достоверные положительные корреляции между отношением студентов к учению, их включенностью в лекционные и семинарско-практические занятия и мотивами учения. Результаты факторного анализа продемонстрировали тесную связь показателей включенности студентов в аудиторные занятия со шкалами мотивов учения «деятельностного спектра» методики ДМУС и со шкалами «внутренней» мотивации учения методики ШАМ. При корреляционном и факторном анализе выявлена специфика шкалы «мотивация самоуважения» ШАМ, относимой к «внешней» мотивации учения, но проявляющей двойственные особенности как «внешней», так и «внутренней» мотивации учения.
    Keywords:
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  • Motivatsionnyi aspekt deiatel'nosti studentov kak subektov ucheniia

    Book Chapter
    Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society
    Authors:
    Galina A. Glotova, Olesia V. Dorofeeva
    Work direction:
    Глава 7
    Abstract:
    One of the manifestations of subjectivity of university students is their involvement in learning, actively studied in foreign and in Russian pedagogy, psychology and sociology of education. Various components of involvement in learning are distinguished, among which there is a motivational component. The purpose of the study was a comparative analysis of two methods for measuring the motivation of learning, based on different theoretical approaches, as well as an analysis of the relationship between academic performance as an effective component of involvement in learning and the motivational component of involvement measured by two different tools. The methods «Diagnostics of the motivation of students' learning» (Badmaeva, 2004), «Scales of academic motivation» (Gordeeva, Sychev, Osin, 2014) were used. In addition, students gave information on academic performance for past semesters. The study, conducted by an online survey in Google form, involved 115 university students aged 18–25 years. Correlation analysis (according to Spearman) and factor analysis were used in the data processing. As a result of the study, multiple significant correlations between scales of motives of the learning of two methods were obtained; in factor analysis, the scales were evenly distributed between the two factors; it was revealed that in each of the methods there are scales significantly correlating with the academic performance of students as an effective component of their involvement in learning; the motives of the learning are considered in relation to the types of activities of students, within which the actions of the learning are implemented.
    Keywords:
    academic performance, university students, involvement in learning, motives of learning, including activity
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