Факторы учебной мотивации школьников в условиях дифференцированного образования

Abstract

In order to assess the importance of family, school, psychosocial, personal factors and mental health factor for the formation of learning motivation 419 students were surveyed in grades 8 – 10 (49 % boys and 51 % girls) studying with various educational programs. The peculiarities of learning motivation, personality characteristics, mental health and social conditions of children were evaluated. The study found that these factors had a specific value for learning motivation, depending on the training program. For learning motivation of adolescents from developing classes, personality traits are more important, whereas learning motivation of students from classes with in-depth studying of subjects was determined more often by characteristics of the family and upbringing. In specialized classes the decrease in learning motivation was forecasted by conflicts with teachers and peers, whereas in traditional classes learning motivation was influenced by mental health problems and family worship along with personal and school factors. The results may be useful in the planning of psycho-pedagogical work in differentiated education.