Self-Trust And Academic Motivation Of Students In Virtual Educational Space

Abstract

The paper presents the analysis of a theoretical and empirical study of self-trust and academic motivation of students in electronic educational communication. The situation of forced distance learning and pedagogical and social interaction in a pandemic has revealed some socio-psychological characteristics in the network communication of students. In new virtual educational space, new forms of cognitive, educational and social activity of students started to form, which quickly adapted to the prevailing conditions. The involvement of students in educational activities is determined by the level of self-trust, trust in teachers, close people and friends, educational institution and the world. The purpose of this research was to study the characteristics of self-trust and academic motivation of students. The survey method and mathematical methods of data processing were used in this research. The results of empirical research showed that, in the context of electronic communication among students, self-trust dominates over trust in other people and the world. In the structure of academic motivation of students, cognitive motivation prevails over achievement motivation, introjected and external motivation. Students are focused on new knowledge and gaining new experience and they strive to get satisfaction from educational activity. Self-trust is associated with academic motivation. Student trust in them and in other participants in the interaction contributes to the development of cognitive motivation and achievement motivation. Self-trust of students is associated with a sense of duty to oneself, family and friends.