PECULIARITIES OF THE RELATED TYPE OF MOTIVATION AND ACADEMIC SUCCESS OF STUDENTS: CROSS-CULTURAL ASPECT

Abstract

The purpose of the article is to present the results of the study of the relationship between the type of motivation of academic activity with the academic achievement of Ukrainian and Chinese students and identify cultural differences. Research methodology. In order to find out the cultural characteristics of academic motivation and academic achievement of students, the sample included 30 Ukrainian and 30 Chinese students. We used the following diagnostic methods as: a questionnaire "Studying the motives of students' educational activity" (modified by A.O. Rean, V.O. Yakunin); a questionnaire «Diagnostics of students' educational activities by A.O. Rean, V.O. Yakunin» (in the modification of N.T.Badmayeva); a questionnaire « Learning the motivation of studying in higher educational institutions » (by T.I. Ilyina). Results of the research. The received results show that there are differences in the indicators of the educational motivation of Ukrainian and Chinese students. Thus, unlike Chinese students, Ukrainians are more driven by external motives (getting a diploma), while Chinese students - with internal and gnostic motives (acquiring knowledge, mastering the profession). According to the results of correlation analysis, we can say that the internal and cognitive motives of the educational activity (acquiring knowledge, mastering the profession) directly relates with the interest in the profession and satisfaction of the chosen professional career (professional motives, motives of creative self-realization, educational and cognitive motives, communicative and social motives). The average score of the exam session has a direct correlation with the motivation for creative self-realization. Discussion. It is shown that since Ukrainian students, unlike Chinese, can be characterized by external motivation to study, it is necessary for educational socialization to focus on the formation and development of the student's personality and nurturing independence and mature, subjective, and active life position.