Основные особенности профессиональной мотивации студентов к изучению химии на английском языке

Abstract

The article presents the results of the development and testing of a methodology for professional motivation of students to study chemistry in English using modern tools for processing statistical information, namely IBM SPSS Statistics 23 («Statistical Package for the Social Sciences»), designed to conduct applied research in the social and pedagogical sciences, and Microsoft Excel. The factors of motivation that are dominant in the motivational structure of students are determined. The distinctive features of the motivational factors of teaching chemistry in English are justified. Reliability indicators are analyzed including consistency and external (face validity), content (content validity), empirical (empirical validity), discriminate validity (discriminate validity) of the developed tool. Justifications are given for the normal distribution of data and the uniformity of variance. Positive correlations were established between the professional motivation of students to study chemistry in English and the general professional motivation for learning (K. Zamfir’s technique as modified by A. A. Rean) and motivation for success (T. Ehlers’s technique). The levels of professional motivation of students of various courses are determined to study chemistry in English. The results of testing and approbation of the method indicate the possibility of its application for research purposes.