Motivation for studying at school: basic approaches and research in domestic science
Introduction: the article is devoted to domestic campaigns to the study of motivation to learning at secondary school. Since the motivation for studying was one of the priority areas of study in pedagogy and psychology, the focus in this paper is on those studies that were carried out after the global change in the socio-economic situation in our country. Materials and Methods: the study used an analytical review of the scientific literature on the research topic based on the concepts of motivation of educational activities, as well as the principles of a systematic approach to the study of a person as an individual, personality, subject of activity and individuality. A specific method of research was the analysis of scientific literature on the problem of motivation for studying at school. Results: a study of literary sources on the problem of motivation for studying at school over the past two decades has shown that most of them are empirical. A third of first grade students are not psychologically ready for school, but regardless of this, all children have a positive attitude towards school. Considering the dynamics of motivation, you can see that more than half of the children entering school have an average level of development of motivation, 20 % are high, 11 % are low. Motivation is reduced to the 4-7 class, while the main motivating factor for most are marks (according to other data, this decrease is already observed in third-grade students, but with an increase in the level of their school adaptation). There is a relationship of intragroup status and motivation - among adolescents who occupy a high status position in the study group, the focus on learning is higher than that of the average and low status students. Discussion and Conclusions: the main directions of the study of the motivation of learning in school can be attributed to the study of its dynamics in the course of training, the relationship of motivation with personality and socio-psychological variables. The data obtained as a result of empirical research are discrete and sometimes contradictory, which can be explained by the lack of uniform methods and techniques for collecting material, as well as a single theoretical basis. A tendency can be called a decrease in motivation for schooling, which can be interpreted by the lack of broad social motives for learning, the lack of reflection on meaningful goals of schooling.