Motivational Sphere Research Articles

Эволюция научных представлений о феномене профессиональной мотивации в зарубежных и отечественных исследованиях

We present a comparative analysis of the views of foreign and national scientists on professional motivation, describe two groups of theories of professional motivation (substantive and procedural), and identify the leading modern theoretical approaches to the study of professional motivation in Russia and abroad. In modern foreign studies, the leading ones in professional motivation are socio-cognitive and personality-oriented approaches, which allow a better understanding of motivation, considering individual differences; view of professional motivation as a set of recursive, time-related, mutually affective behavioral and cognitive processes and actions organized around the individual goals of the labor subject prevails. National research is based on fundamental methodological approaches (system, activity, structural-level, system genetic, metasystem, etc.), on the concept of the activity origin of the motivational sphere, according to which there are relationships of mutual influence of the content of motivation on activity and the specifics of activity on motivation. Despite the differences in methodological approaches to the study of the phenomenon of professional motivation, foreign and national researchers consider this phenomenon as a multidimensional dynamic, systemic, integral personality formation (psychological construct) that has a multi-level hierarchical structure that changes under the influence of external (social, economic, professional, etc.) and internal (mental, psychophysiological) factors.

Topological models for stable motivic invariants of regular number rings

AbstractFor an infinity of number rings we express stable motivic invariants in terms of topological data determined by the complex numbers, the real numbers and finite fields. We use this to extend Morel’s identification of the endomorphism ring of the motivic sphere with the Grothendieck–Witt ring of quadratic forms to deeper base schemes.

Features of the motivational sphere of a modern person in the new socio-economic conditions

Features of the motivational sphere of a modern person in the new socio-economic conditions

FORMATION OF PROFESSIONAL-COMMUNICATIVE COMPETENCE OF FUTURE LAWYERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article, based on the analysis of research papers of leading legal researchers, highlights the problem of forming communicative competence in the preparation of lawyers for professional activities. The variety of definitions of the essence of communicative "competence" and " attribution" is analyzed, as well as the components of the communicative competence of lawyers are outlined and the ways of their formation are marked. It is established that a holistic system of socio-psychological means of developing communication skills contributes to the professional identity of future lawyers, psychological readiness for professional communication, as well as the development of communication skills, values ​​of their profession, people, world values ​​of future lawyers creating a semantic orientation of the individual to a professional legal culture.
 In general, the process of purposeful training of professional communicative competence of the future lawyer depends on the solution of specific tasks, namely: the development of humanistic thinking; awareness of the values ​​of the legal profession; training of professional and communication skills; activation of the sphere of motivation to acquire the legal profession; self-analysis and didactic reflection, etc. The system of work on the development of professional communicative competence of law students is based on the linguistic principles of communication. Didactic communication can be successful if law students have knowledge of the structure of the communicative act (communication code, participants of the communicative act, social and professional affiliation of the addressee) and the peculiarities of the communicative situation, as well as the specifics of communicative situation and practical skills

Motivational spheres of student youth in modern Russian society

The article analyzes the elements that make up the motivational field of student youth and determine its specificity in the context of the modern realities of Russian society. The subject of the research is the content filling of such elements of the motivational field in the basic directions of activity in the youth environment as the choice of a profession, the motives of interpersonal communication, the structure of extracurricular interests, and the motives for choosing a hobby, a spouse. The theoretical foundation of the research is the works of domestic and foreign authors of the socio-philosophical and sociological directions. Based on the goal and objectives, the work uses comparative analysis, interdisciplinary synthesis and other techniques of general scientific methodology. Based on the results obtained, it can be concluded that most higher education students have the ratio of biological and psychological age within the age norm.

Ways to increase the efficiency of the organization independent work of higher applicants education

The article is devoted to the study of the problem of organizing independent work of students of higher educational institutions and the determination of the main ways to increase its effectiveness. The main attention is paid to the analysis of the motivational sphere as an internal factor that significantly affects the success of independent educational activity, its focus and goals. Utilitarian, social, cognitive, professional motives are highlighted and characterized. Special attention is paid to achievement motivation; the role of cognitive and professional motives. Based on the analysis of psychological and pedagogical sources, the role of the teacher's personality and his professional competence in ensuring the effectiveness of the organization of independent work is shown. It has been proven that the development of interest and perseverance in achieving high educational results will be promoted by: the teacher's ability to create a cognitive atmosphere in the classroom, to convince students that they “meet with him not to teach, but to share their own knowledge, skills and scientific hobbies "; the ability to design various types of independent work, including problematic, search questions, involving in-depth text processing, etc.; creative combination of traditional and innovative technologies, active and interactive teaching methods; timeliness of control, a variety of its forms and improvement of criteria for evaluating independent work; the art of inspiring and supporting students' aspirations to achieve their goals.

GUTE FREMDSPRACHENKENNTNISSE ALS MITTEL ZUR ALLGEMEINEN UND BERUFLICHEN BILDUNG

This article deals with the features of teaching a foreign language (German) of a professional orientation at a technical university. The authors substantiate the relevance of the study, pointing out that proficiency in a foreign language is a means of general and professional development of a student's personality. The stimulating factor in learning a foreign language (German) is motivation. The conditions that contribute to increasing the level of motivation of students of technical specialties of the university in the process of studying a foreign language (German) of a professional orientation are described in detail. The authors of the article emphasize that the professional orientation of teaching a foreign language (German) at a university contributes to the further formation of students' motives, awareness of the importance of acquiring knowledge for the successful mastering of a profession, which in turn determines the need for mastering skills and abilities. They argue the need to provide a motivational sphere in the process of learning a foreign language (German). Explain that intrinsic motivation is not enough to get a high-quality higher education, to become a competitive specialist. That’s why it is necessary to develop external motivation. The authors describe in detail the reasons for the predominance of external motivation over internal motivation among students in the issue of learning a foreign language (German). Particular attention is paid to the study of the issue of the fact that the satisfaction of the actual cognitive and professional motives in the study of a foreign language (German) forms a stable motivation for its further study as a means of communication, obtaining new information for solving academic and professional communication problems. The article is of particular interest to philologists, teachers of foreign languages.

FORMATION OF FUTURE TEACHERS' PROFESSIONAL RESPONSIBILITY

The study is devoted to the current problem of modern psychological and pedagogical science and practice − the formation of professional responsibility of future teachers at the stage of training and the role of pedagogical disciplines in this process. The purpose of the article is to clarify the essence and approaches to the study of professional responsibility and identify ways to form it in future teachers at the stage of study in higher education. The article analyzes the state of development of the problem in the psychological and pedagogical literature; the essence of the concept of «responsibility», «professional responsibility of future teachers», approaches to their study, outlined ways and methods of forming professional responsibility in higher education. Educational and professional training programs for bachelors of pedagogical specialities, based on the analysis of scientific sources, and generalization of pedagogical experience, it has been determined that future teachers' professional responsibility formation involves: formation of their active professional and subjective position and responsible behaviour in teaching; cognitive competence in the field of pedagogical axiology and focus on self-development. Methods and forms of work that contribute to the formation of professional responsibility of future teachers in the integrated course «Pedagogy» have been characterized. Methods of acmeological influence on the personality of future teachers, their motivational sphere, value orientations and professional values, on the development of their subjectivity and professional-pedagogical position, are presented. It has been determined that the formation of professional responsibility is facilitated, in addition to the study of professional training, pedagogical practice, training practice, and the involvement of students in volunteering and various actions and projects. In the process of formation of professional responsibility of future teachers imprint the professional and pedagogical position of teachers, the value orientations of the student group, the whole system of attitudes of the subject to the future profession, which is purposefully formed. The prospects of further scientific research have been outlined, which consist in substantiation, development and implementation of the system of future teachers' formation professional responsibility through formal and informal education at the stage of professional training.

Motivational spheres of student youth in modern russian society: educational and research

The article analyzes the elements that make up the motivational field of student youth and determine its specificity in the context of the modern realities of Russian society. The subject of the research is the content filling of such elements of the motivational field in the basic directions of activity in the youth environment as the choice of a profession, the motives of interpersonal communication, the structure of extracurricular interests, and the motives for choosing a hobby, a spouse. The theoretical foundation of the research is the works of domestic and foreign authors of the socio-philosophical and sociological directions. Based on the goal and objectives, the work uses comparative analysis, interdisciplinary synthesis and other techniques of general scientific methodology. Based on the results obtained, it can be concluded that most higher education students have the ratio of biological and psychological age within the age norm.

Psychological Research of Teenagers’ Creativity

Psychological Research of Teenagers’ Creativity

Взаимосвязь мотивационно-потребностной сферы студентов в период карантина с полем восприятия понятий «коронавирус», «карантин» и «самоизоляция» (на материалах исследования магистров ПНИПУ)

The article explores the peculiarities of the relationship of motivational and demand sphere with the field of perception of the concept of “coronavirus”, “quarantine”, “self-isolation” in modern society. Their interrelations influence both the formation of a holistic personality and the formation of public opinion. The study is based on the notion that life values are a set of different inherently social attitudes, which under the influence of external social forms of interaction and intrapersonal characteristics are subject to constant modification, which is reflected in the system of perception, as the world as a whole, and in particular at the conceptual, sense-making level. Thus, studying the peculiarities of the relationship of personal value orientations with the field of perception of a particular concept, we can build a dynamic scheme of mutually influential vectors of values, orientations, life priorities, taking into account the specific conceptual perception of the concept under study. The study revealed that the respondents are more characterized by the prevalence of focus on the material situation, spiritual satisfaction, as well as achievement and self-development. These values are manifested in the spheres of professional life, education and family relations. In the field of perception of the highlighted concepts there is a number of significant differences, so the concept of “coronavirus” has a negative value assessment while high subjective importance in the individual personal plan for the person. The concepts of “self-isolation” and “quarantine” are perceived positively in terms of value, while in the subjective, personal plan they carry a negative dynamic for the individual. Thus, the study confirmed that depending on the structure of basic needs, value priorities, which the person holds, we can assume what attitude he will have to the studied concepts, what meaning he will fill them.

STUDENT LIFESTYLE AS A FACTOR OF HEALTH SAVING

Student population is a special group in social and professional terms, which is characterized by the complexity of socio-psychological influences, getting professional education as the main sphere of activity, territorial concentration, commonality of interests, age homogeneity. Student youth is a group of high risk of various diseases. Today, the level of student health raises serious concerns of experts due to the high prevalence of various health abnormalities. The physical and psychological state of students depends on a large number of factors. Among them are lifestyle, often associated with inadequate physical activity, a high expansion of bad habits (smoking, drinking, drug abuse and substance abuse), irrational nutrition, prolonged neuro-psychological stress caused by a significant amount of educational programs, chronic and prolonged lack of time, which is needed to absorb a huge amount of information, worries, in connection with examinations in session, heavy information load, prolonged work on the computer, and a lot of work in the classroom. These factors contribute to the decrease of the body's adaptation capabilities. Health-saving orientation of the educational environment in higher education is possible when creating conditions for the formation of skills to preserve and strengthen the health of students. At the most typical age for students (17-18 years old) researchers observe increased tension of adaptation mechanisms due to neurohumoral changes and specific psychological content, which conditions the critical stage of ontogenesis. Students' adaptation to the conditions of the university includes three periods of acute, transitional and steady course of the adaptation process. The successful adaptation of students is provided by their physiological and intellectual readiness, as well as the formation of emotional, motivational and volitional sphere.

Peculiarities of motivation for education of modern adolescents


 
 
 The article analyzes the study of the problem of motivation in scientific sources, analyzes the motivation to learn adolescents and considers the specifics of motivation to learn in adolescence. Approaches to the study of personality motivation are determined, the connection of motivation with the cognitive needs of the personality and different types of activity is shown, as well as its influence on the efficiency of knowledge acquisition. It is determined that learning motivation is characterized by focus, stability and dynamism, excited by the hierarchy of motives, which may be dominated by either internal motives related to the content of this activity and its implementation, or broad social motives related to the need to take a position. system of social relations. Taking into account the age specifics of the modern teenager, the structure of his educational motivation is specified. It was found that interest is especially important in the formation of adolescent learning motivation. In the presence of stable interest, the process of development of cognitive (cognitive) functions and vital skills is greatly facilitated. There are two tendencies: the motive of success and the motive of avoiding failure. Empirical study of the peculiarities of motivation to teach adolescents has shown that students with an average level of learning motivation have an average level of grades, their knowledge of school subjects is not deep enough. This indicates a spontaneous impact on the motivation of the adolescent and an insufficient level of purposeful work with motivation. There was a noticeable tendency to an increased level of motivation to learn in the studied adolescents, but a closer look at their motivational sphere revealed that the dominant motive is positional, ie learning success is seen as a means to obtain high status in the reference group. Prospects for further research are formulated, which consist in the development and testing of a correctional and developmental program for the formation of educational motivation of adolescent students; in the study of personal readiness of teachers to form such motivation and the readiness of practical psychologists of the education system to the appropriate psychological support of this process.
 
 

Relationship between value-oriented and motivational spheres of personality

The article deals with reflexive analysis of the peculiarities of the correlation of the components of value-orientation and motivational spheres of man. The formation of the individual as a full member and co-creator of the surrounding reality is characterized by a stable system of internal motives – motivational aspirations, taking into account social requirements and a personified system of values. The result of the interaction between man and the world is the discovery of a person’s synthesized expression of cost priorities or clear orientations and motives on the path to self-improvement. The complex and multi-faceted structure of value-orientation and motivational components of the individual involves a conscious progression to the implementation of a significant number of strategies, principles, criteria and parameters of their research. Therefore, it is expedient to use a systematic approach to the knowledge of the value orientations of man in the relationship of his personality and social guidance, creating a motivational field of its activity. On the basis of empirical search, types of value-motivational profile of respondents were distinguished: progressive, regressive, impulsive, expressive, trivial. It is proved that value orientations of a person are formed under the influence of conscious choice of cost priorities and are manifested in the through motive of committing. Valuable orientations are the basis for realizing the personality of rational choice of approaches and principles in achieving positive (from the evaluative positions of the person himself) results of his actions, whereas the process or procedure of this choice is based on the motives that determine the tools (means, forms, mechanisms and methods) of direct activity . Personality is guided by the choice of strategies for self-improvement, mainly by a system of values, which, transforming into a person’s value orientations, produce its motives-the desire for full self-realization under the actual conditions of situational everyday life.

Distance learning of foreign languages for students of economic specialties

Distance education at lightning-fast speed has become the only possible form of education. Distance learning of a foreign language for students of higher educational institutions has a number of advantages due to the fact that we are talking about pedagogical interaction with the age group of psychologically mature individuals with relatively formed mechanisms of motivation and outlined personal and professional orientation. The purpose of the present research is a comprehensive analysis of the process and results of distance learning of a foreign language (English) for students of economic specialties. The research methods are as follows: the analysis of modern opportunities for organizing distance learning; study of theoretical and methodological papers on the subject matter; method of experimental teaching of foreign languages with an emphasis on tactics of stimulating the personal and motivational sphere of students’ educational activities; development of author’s diagnostic models in order to reveal the dynamics of development of knowledge and practical skills in a foreign language of students of economic profile; qualitative and quantitative analysis of empirical data; statistical and mathematical interpretation of results, their functional analysis; method of generalization and abstraction. According to the data obtained, the hypothesis of the research has been confirmed.

The Urgent Problems in the Sphere of Student's Mental Health: Challenge of COVID-19 Pandemic

The research featured the urgent issues of students’ mental health triggered by the COVID-19 pandemic. The pandemic has become frustrating and degrading in relation to a number of needs that young people regard as significant. It violated the usual behavioral patterns of self-actualization and self-realization. The lockdown and distance learning put an unexpected burden on the personal and health resources of students, leading to the risk of hypochondrial response and triggering various forms of maladaptive and addictive behavior. These violations worsened the emotional background, affected the motivational sphere, and limited the ability of self-control and self-organization, thus creating prerequisites for learned helplessness and addictive behavior, which are one of the most destructive responses to stress. The authors believe that students need a special program of psychological support aimed at solving the mental health issues caused by the COVID-19 pandemic.

Euler class groups and motivic stable cohomotopy (with an appendix by Mrinal Kanti Das)

We study maps from a smooth scheme to a motivic sphere in the Morel–Voevodsky \mathbb{A}^1 -homotopy category, i.e., motivic cohomotopy sets. Following Borsuk, we show that, in the presence of suitable hypotheses on the dimension of the source, motivic cohomotopy sets can be equipped with functorial abelian group structures. We then explore links between motivic cohomotopy groups, Euler class groups à la Nori–Bhatwadekar–Sridharan and Chow–Witt groups. We show that, again under suitable hypotheses on the base field {k} , if {X} is a smooth affine k -variety of dimension d , then the Euler class group of codimension d cycles coincides with the codimension d Chow–Witt group; the identification proceeds by comparing both groups with a suitable motivic cohomotopy group. As a byproduct, we describe the Chow group of zero cycles on a smooth affine k -scheme as the quotient of the free abelian group on zero cycles by the subgroup generated by reduced complete intersection ideals; this answers a question of S. Bhatwadekar and R. Sridharan.

The main features of the development of creative abilities of a modern teacher in an innovative environment

The article is devoted to the consideration of the theoretical aspects of studying the psychologically creative readiness of teachers for innovative activities. Psychological and pedagogical studies devoted to the study of this phenomenon are analyzed. An attempt has been made to identify the structure of the teacher's psychological readiness for innovative activity, which will make it possible to determine and develop psychological and pedagogical technologies for its formation among teachers. The concept of the level of the pedagogical activity, which requires a restructuring of the motivational sphere of the teacher's personality, his value orientations, goals, attitudes, the hierarchy of external and internal stimuli, orientation, aspirations, interests, is also touched upon. Modern educational policy makes new demands not only on the content and technologies of teaching but also, first of all, on the personality of the teacher.

The influence of social factors on the development of the motivational sphere of student youth

The article is devoted to the analysis and empirical study of the most promising developmental tasks of the modern educational environment for the development of new approaches to the organization and psychological support of the development of a person's productive activity. These tasks clearly demonstrate the relationship between the motivational sphere of the individual and the social environment, the effectiveness of the influence of social factors on the development of the individual, the importance of studying their hierarchization according to the degree of influence. The relevance of the research lies in the fact that the study of the possibility of a targeted impact through social factors, norms, requirements on the motivational-need sphere of a developing personality will allow to determine to a large extent, the direction of its development.
 Our research is based on the assumption that the analysis of the motivational profile will allow us to understand how student youth comes to the realization of the need to coordinate the goals, requirements, wishes of the external environment with their own motivation. The aim of the study was to study the influence of the individual's objective attitudes on the structure of professional activity motives. To solve the set tasks, the following methods were used: the motivational profile of S. Ritchie and P. Martin, the test "20 statements". The results obtained by the method of S. Ritchie and P. Martin confirmed our hypothetical assumption, the respondents predominantly chose the objective components of the motivational structure, which were substantively related to the social expectations of the subjects (from society to themselves). The results obtained confirmed the prospects of studying the influence of social factors on the development of the motivational-need-related sphere of the individual. The analysis of social factors makes it possible to study and model the conditions that contribute to the rethinking of the actual situation by the individual and the creation of new meanings of activity that provide for a wider non-utilitarian social context that goes beyond the current situation.

Мотивационная направленность как фактор формирования профессиональной компетентности студентов вуза

This article reveals the process of forming the professional competence of university students. In conditions when the learning process becomes more and more formalized and depersonalized, the teacher should focus on clarifying the motivational sphere in order to form the most important cognitive motives in students. Motivational orientation influences not only the student's learning outcomes, but also changes the educational process itself. What is this influence - positive or negative, developing or standardizing, how universal and intense is it? The strength, effectiveness, form of influence, the predominance of certain functions are determined by the scientific and methodological guidance and management of the educational process by the teacher.