ПРЕДСТАВЛЕНИЯ СТУДЕНЧЕСКОЙ МОЛОДЕЖИ О МОТИВАЦИИ ТРУДА УЧЕНЫХ: ОБЩИЕ И СПЕЦИАЛЬНЫЕ АСПЕКТЫ

Abstract

Background. Th e research relevance is determined by the increasing importance of involving talented youth in science. Revealing the ideas of student youth about the hierarchical structure of motivation for scientifi c activity will help in identifying and creating favorable conditions for young people to build a scientifi c career. Objective. Th e purpose of the study is to reveal general and special aspects of student youth conceptualization of positive and negative motives of the scientifi c activity. Sample. Th e investigation involvedthe bachelor, specialist and master degree students (N = 721) from fi ve universities, located in the Republic of Crimea, Nizhny Novgorod, Samara and Yaroslavl regions of the Russian Federation. Methods. Th e authors designed ad hoc questionnaire permitting to acquire common information about the respondents, to elicit their readiness to develop a scientifi c career, to reveal their conceptualization of positive and negative motives of the scientifi c activity. To process the data obtained a set of tools was applied: descriptive statistics, Mann — Whitney non-parametric U criterion, correlation analysis, cluster analysis. Results. In the student youth conceptualization, positive and negative motives of the scientifi c activity are formed into a motivational complex, where intrinsic work motivation prevails, extrinsic negative motivation occupies a middle position, and extrinsic positive motivation takes the third place. According to the students’ representations, the dominant positive motive of the scientists’ work is generativity (p = 0,021*), and the negative one is poor work conditions (p = 0,000**). Conclusion. In the student youth conceptualization, intrinsic motivation of scientists prevails over extrinsic negative and extrinsic positive ones; both positive and negative scientists’ work motivation contain three substructures of motives, that are conditionally nominated as the most important, important and the least important ones; the most important positive and negative motives of the scientifi c activity are determined, in the fi rst place, by the needs for growth (self-realization, recognition, and esteem). Th e students, who are ready and not ready to follow a scientifi c career, imagine motivation of scientifi c activity in diff erent ways.