Motivational Sphere Research Articles

Problems of maintaining high motivation of students to have Physical Education lessons at the stage of transition from primary general secondary school to basic general secondary school

The beginning of the adolescence period is characterized by restructuring of the motivational sphere of the personality and changes in the social situation in education. During this difficult period, Physical Education lessons for adolescents often turn into a routine, motivation for them ceases to develop. The authors presented the results of the study of the fifth graders’ motivation to have Physical Education lessons, developed the tasks of forming motivation when moving from the first stage of study to the second one according to the gender principle, since gender determines both the pace of psychological development of schoolchildren and the orientation of motivation, which also develops under the influence of interests actively formed in this period. The authors showed that schoolchildren come to the basic general secondary school with a moderately positive force of motivation. Boys are at the emotional stage in the development of motivation, they have identified prerequisites for the formation of the constructive-active and spiritual-creative orientation of motivation. The motivational sphere of girls is characterized by the socio-emotional orientation, is in the state of restructuring, has some shortage of relevant motives, what makes some threat to polymotivation in the future, is defined by integration of knowledge, activity, socio-personal and personal motives in the significant zone. Common tasks in increasing motivation will be the formation of an idea of health and ways to preserve it, the formation of ideas of personal self-improvement, means of physical education for personal development. For boys, the current tasks will be the formation of the spiritual and creative orientation, carried out on the basis of revealing the links between theoretical ideas about health and practical development and implementation of individual health programs for a healthy lifestyle. For girls, expanding the field of relevant motives by transferring the motivational orientation from emotionally effective to socially effective or personality-effective on the basis of the differentiation of significant motives, training in socially prestigious ways of achieving recognition in a socially significant group through various types of health activities, focusing on individual psychological, morphofunctional and motor abilities. The authors proposed pedagogical means for solving these problems.

THEORETICAL ASPECTS OF THE INFLUENCE OF MOTIVATION ON INCREASING THE EFFICIENCY OF PHYSICAL EDUCATION

A large role in maintaining and strengthening health, optimal body tone is played by rational motor activity, which for children and adolescents can be implemented at physical culture lessons in order to correctly form their motor skills and abilities, master the basic principles of improving physical qualities and educating the need for their implementation not only in physical education lessons, but also at home, in everyday life. Unfortunately, in recent years, students' interest in physical activity has been steadily declining. That is why this article substantiates the need to increase the motivational sphere among students for physical education.

THEORETICAL BASIS OF FORMING FUTURE TEACHER’S PROFESSIONAL MOTIVATION IN THE PROFESSIONAL TRAINING

The necessity of professional motivation formation as an important component of future teachers' professional training has been substantiated in the article. The purpose of the paper is to analyse the factors that influence future professionals' positive professional motivation formation in the field of education. The results of the work are a description of the basic concepts of the motivation of the future teacher's professional-personal development, outlining their main features and defining the tasks and ways of professional growth of the students of higher education pedagogical institution. The proper motivation of the future teacher is nothing but a skilful internal stimulation of the individual's activity in the process of working on himself, is an encouragement to his own development and improvement. Formation of motivational sphere implies education of future ideals and teachers of professional ideals, value orientations, and pedagogical orientation. The motivational realm of professional development consists of many indicators that are constantly changing and interacting with one another. In the structure of motivation, the resultant and procedural components have been distinguished. The meaning of human activity is but is not limited to, the result. After all, the activity itself also makes sense: the process of activity itself, not its result, drives the subject. Each person has his or her own relatively stable system of motives for activity, depending on his (her outlook, orientation, personality traits, self-consciousness, life and professional experience, intelligence, psychophysiology).

ДО ПРОБЛЕМ ІДЕНТИФІКАЦІЇ ТА СЕМАНТИКИ СЛОВ’ЯНСЬКОЇ АНТРОПОНІМНОЇ ФРАЗЕОЛОГІЇ

The article considers the objective identification and study of Slavic onomastic phraseology using the comparative method, which is based on the statement about the meaning of the onym-components. A trivial task in the study of these problems is the paradoxical situation when it is difficult to determine the presence of such phraseology of proper names. A comparative-historical and etymological analysis of the units shows that at least two approaches to the etymologization of phraseology are distinguished. In the case of obscured internal form of components we use the search method in the meaning of the anthroponym of the historical prototype, and its consideration as a generalized designation of man allows us to identify the brightest national and cultural color and reveal the asymmetric segment of phraseological systems. The specificity of the studied language units is that their semantics informs about the peculiar composition of thinking of a particular ethnic group, its culture, customs, traditions, worldview, history and mythology. The commonality of the analyzed phraseologizations is observed at the level of phrase formation mechanisms. Motivational spheres verbalized with the anthroponym component also partially coincide. The semantics of phraseological units with anthroponyms-components is related to extralinguistic factors that affect the understanding of the symbolism of the onym, its meaning, linguistic and cultural information by representatives of different societies. This aspect of the study of phraseology stimulates the relevance of consideration of these units in the interlingual plan. The main functions of anthroponyms in the presented phraseological models are symbolic, associative and cognitive. The study makes it possible to determine the semantics of phraseological units with anonymous components, which depends on the influence of associative phenomena, ethnolinguistic and cultural symbols, symbols and related certain socio-cultural factors on the formation of phraseological meaning.

МОТИВАЦИОННЫЕ ОСОБЕННОСТИ МОЛОДЫХ ОФИЦЕРОВ

This article highlights the topic of the motivational sphere of young servicemen. Motivation is a complex psychological phenomenon that provides opportunities for the development of a personality, its training and ensures its mental health. Motivation diagnostics is an important component of psychological service in military organizations. The manifestation of negative motivation can be an important indicator of maladaptation. Diagnostics of motivation among young officers showed that they have higher values of positive motivation compared to civilians. The indicators of male and female officers were compared. The analysis did not identify statistically significant differences between the indicators of male and female officers.

SOME PECULIARITIES OF SELF-CONCEPT FORMATION IN TEMPORAL-SPATIAL DIMENSION DURING THE PANDEMIC

The aim of the article is the theoretical correction and analysis of psychotherapeutic dream narratives regarding a deep understanding of self concepts in the intrapsychic and interpersonal dimension in the context of time and space. The articles consider various scientific approaches to the interpretation of the category of time and space in the context of the formation of concepts of self (author's approach). Measuring space during the time of detection with psychological patterns that create a person in the process of learning the experience of overcoming a certain distance in the process of a fixed period of time. The change of a person about life, which associatively in the psychotherapeutic space creates as fantasies or dreams about “the road, path, path, field, field, etc.” there are also deep mythological archetypal roots (transgenerational temporal and spatial experiences). Qualitative description of the consciousness of psychotherapeutic clients in the spatial and temporal narratives of transgenerational and individual experiences (while in a zone of self-isolation in a pandemic) is a proposal for psychotherapeutic reflections. Part of these ideas is always a dynamic assessment of self-attitude, which is formed gradually and forgets the usual nature of the concept of self, which is reviewed here and now in the social, information and motivational spheres.
 The research method offered a qualitative analysis of cases of psychotherapeutic cases during a pandemic in clients who lost loved ones or acquaintances. The result of research is the creation of a dynamic model of forming concepts of I in the ontogenetic perspective using different temporal and spatial zones of implicit and explicit experience in managing social influences on it here and now in the field: social, information and motivational. This makes it possible to understand the planes of psychotherapeutic interventions with the support of resource reproduction in times of social catastrophes. Conclusions summarize and accept new understandings and definitions of self-concepts.

Индивидуальные различия при компенсации и декомпенсации расстройств личности

In this cross-sectional retrospective study with an objective of analyzing changes in the system of individuality during compensation and decompensation in personality disorders 45 examinees were tested. Temperamental, characterological and motivational characteristics were studied in persons with compensation and decompensation, and comparison group. It is shown that during compensation of personality disorder the system of individuality is poorly differentiated and can be characterized as insufficiently adaptable. Poor differentiation of motivational sphere remains during decompensation of personality disorder; however the rest of the individuality system can be characterized as extremely unstable with the predominant role of formal-dynamic mechanisms. The possibility of combining the dimensional and phenomenological approaches has been demonstrated.

The Psychological Readiness Model of Military Personnel to Take Risks during a Combat Deployment

The purpose of this article is to present an empirically-derived psychological readiness model of military personnel to take risks during combat deployment. The model was developed using the methods of semantic differential, peer review, and factor analysis. Its theoretical basis is the concept of “hardiness”. The study involved 104 military personnel of the National Guard of Ukraine had combat experience in the War in Eastern Ukraine. The model includes four components: “Ability for volitional efforts (mobilization)”, “Military brotherhood”, “Professional identity”, “Self-control (endurance)”. Their content covers the emotional-volitional, cognitive, motivational, moral, active-practical, existential-being, and interpersonal-social spheres of the individual. The leading role in the model belongs to strong-willed features, combat cohesion, patriotism, and adaptive resources of the individual, which make it possible to maintain the effectiveness of military personnel’s combat activities under conditions of risk. The basis of the psychological readiness of military personnel to actively act and overcome difficulties in conditions of risk (uncertainty, direct threat to health and life) with the absence of reliable guarantees for success is hardiness. It is suggested that the model can be used for psychological selection procedures, professional and psychological training of military personnel, predicting their behavior under conditions of risk, and developing strategies for psychological support in the post-deployment period. This will reduce psychogenic losses during hostilities.

Thom isomorphisms in triangulated motivic categories

We show that a triangulated motivic category admits categorical Thom isomorphisms for vector bundles with an additional structure if and only if the generalized motivic cohomology theory represented by the tensor unit object admits Thom classes. We also show that the stable $\mathbb{A}^1$-derived category does not admit Thom isomorphisms for oriented vector bundles and, more generally, for symplectic bundles. In order to do so we compute the first homology sheaves of the motivic sphere spectrum and show that the class in the coefficient ring of $\mathbb{A}^1$-homology corresponding to the second motivic Hopf map $\nu$ is nonzero which provides an obstruction to the existence of a reasonable theory of Thom classes in $\mathbb{A}^1$-cohomology.

Влияние стилистических особенностей турецкоязычных кинослоганов на психику человека

The paper aims to identify psycholinguistic peculiarities of slogans for the Turkish-language movies of 2010-2020. Scientific originality of the study involves analysing influence of stylistic peculiarities of modern movie slogans on perception, memorability and involvement effect. Movie slogans are examined from the viewpoint of perception, memorability and involvement effect. A quantitative analysis of movie slogans is conducted taking into account slogan memorability and created “involvement effect”. The research findings allow concluding about the role of stylistic means in raising recognizability and memorability of slogans and development of a human’s motivational sphere.

Self-realisation, self-actualisation and self-efficacy concepts theoretical analysis

This article presents the results of a theoretical study of self-realisation, self-actualisation and self-efficacy phenomena. The main aspects of understanding and correlating these phenomena in classical and modern Russian and foreign psychology are described. The highlighted concepts related to the phenomenon of self-realisation, both in the field of psychology and pedagogy. The similarities and differences of the self-realisation, self-actualisation, self-efficacy phenomena, as well as their correlation and comparison are presented. A comparative analysis of the studied concepts is given. According to the results of the theoretical analysis, the processes of self-realisation and self-actualisation are based on the inner motivation of a person to grow, develop personality, realise its potential. Both of these processes, due to their subjectivity, are difficult to observe and measure from the outside. We have highlighted the main differences, consisting in a greater awareness and orderliness of the process of self-realisation, as well as its predominantly "social" orientation, while self-actualisation is often associated with the struggle with external forces, the desire for self-realisation is rather approved and supported by the society. The concepts of self-realisation and self-efficacy are united by their inherent representation in the external plane of the life of the individual, as well as awareness, activity, goal-setting, and an orientation towards achieving success. In contrast to self-efficacy, self-release is a process rather than a sustainable phenomenon, and can be expressed both externally and internally through a connection with the value-semantic, motivational spheres of the individual.

Criteria for evaluation of educational achievements of primary school students with positional disorders in physical education lessons

The article substantiates the need to assess the success of junior high school students in physical education classes. The system of pedagogical control of coordination abilities of junior schoolchildren with postural disorders is presented, which objectively reflects the health effectiveness of physical education lessons in grades 1-4 and determines the quality of the process of motor training of students with musculoskeletal pathology. Given that coordination abilities and posture are interrelated, because since the mechanism of their development involves the same morphofunctional and psychophysiological indicators of the body, and informative strength and flexibility in forming a stereotype of posture, criteria for assessing the development of coordination skills, and as well as control tests and standards for assessing the strength of the muscular corset and flexibility of the spine of primary school children with posture defects. The choice of motor tests is related to the focus of exercise on the development of coordination skills, and also takes into account the informativeness of the strength of the muscular corset and the mobility of the spine. Objective criteria for assessing the academic achievements of students with postural disorders in physical education classes: in the motivational, cognitive and activity spheres are determined. There are three levels of academic achievement of student youth: low, medium, high. In an effort to achieve complete certainty in the establishment of a particular level, qualitative characteristics have been developed that allow to objectively assess the health effects of physical education lessons for students with posture defects.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ МОТИВАЦІЇ ВІЙСЬКОВОСЛУЖБОВЦІВ НАЦІОНАЛЬНОЇ ГВАРДІЇ УКРАЇНИ

The article presents a theoretical overview of the study of motivation of professional activity in foreign and domestic psychology in general and professional motivation of representatives of the security and defense forces of Ukraine. It is determined that motivation, as a driving force of behavior, plays an important role in the process of forming the personality of a serviceman, his interests in the military profession and awareness of its social significance. Motivation is a special kind of set of processes that regulate the professional activity, focus, selectivity, meaningfulness, dynamism and efficiency of servicemen. It is determined that the vast majority of servicemen have a favorable motivation to serve in the National Guard of Ukraine. For the majority of respondents (more for groups of officers than for contract military servicemen), the profession of a serviceman of the National Guard of Ukraine is a source for self-development, self-realization and achieving the status of a qualified specialist. The differences in the motivational sphere between servicemen-officers and servicemen of contract military service, as well as between servicemen-participants of hostilities and those who do not have such experience are pointed out. It is determined that there is a certain share of servicemen (relatively more of them among contract military servicemen who do not have the status of a combatant than among officers with a similar status) who are more focused on meeting their own needs, namely: solution of material and household problems; obtaining benefits, privileges, power over others; compensation of characterological shortcomings at the expense of the profession; desire to belong to a certain social group; meeting antisocial needs that can be addressed through the status, image of a representative of the security and defense forces, for example, for illegal gain, material reward, etc.

ДОСЛІДЖЕННЯ СТИЛЬОВИХ ОСОБЛИВОСТЕЙ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ В УМОВАХ ОНЛАЙН НАВЧАННЯ

The article discusses the style features of the educational activities of students in the conditions of forced distance learning. The concept of learning style is analyzed, by which the authors understand a certain psychophysiological system of mastering knowledge and skills, which to a certain extent determines the success of a student as a future professional. Based on the results of the analysis of special literature, a theoretical model is presented that systematizes the most famous classifications of learning styles according to the areas of educational activity of the individual (cognitive, emotional-volitional, behavioral spheres of the individual). It was determined that the differentiation of learning styles based on the motivational characteristics of the individual remains insufficiently developed. The results of the study of the motivation of students’ learning indicate that the majority of them (41.1 %) are motivated by the motivation to receive a diploma. The authors have developed a classification of learning styles based on the motivational sphere of the student’s personality (solid, strategic, superficial, and affiliation learning style). It was revealed that the strategic style of learning prevails among students (41.9 %), the solid style is presented in 24.8 % of the respondents, the affiliationary style – in 18.6 %, the superficial one is less pronounced (14.7 %). The authors have developed recommendations for organizing the educational process. students depending on their style. For students with a dominant strategic style of teaching, the teacher is recommended to determine the goals of the lesson, as well as design a promising goal for the entire period of studying the discipline. It is advisable to organize pedagogical interaction with students with the dominance of the affiliationary style based on their communication needs. In order to attract students with a dominanceof a superficial style of learning activity, it is recommended to provide them with the opportunity to take initiative, to ensure freedom of expression. As a universal, it is proposed to establish feedback and create a favorable learning environment.

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. It lies in the fact that the students with higher indicators of motivation have shown higher results of academic achievements in mastering a foreign language. The results obtained are not so unambiguous. After all, it is difficult to see obvious progress in the diagnostic results; however, it is more noticeable at the level of individual respondents. Relatively low results of academic achievements in a foreign language (for vocational purposes) are sometimes a consequence of a sharp transition to the format of distance learning and insufficient training of skills of working independently.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО САМОВИЗНАЧЕННЯ В ЮНАЦЬКОМУ ВІЦІ В ОСІБ З ОСОБЛИВИМИ ПОТРЕБАМИ

The aim of the article is to analyze the theoretical approaches to the study of the problem of professional self-definition of the disabled people in young age and the empirical definition of individually typological characteristics in motivating the choice of a future profession. Among the factors influencing professional self-determination, there are the auto-psychological competence of the individual, self-awareness, activity, internal contradictions, individual psychological specifics etc. The effectiveness of the professional activity in young age depends on the individual typological characteristics of a young person with disabilities. At the same time, the developing characteristics of the subject of professional activity (orientation, knowledge, abilities and skills, professional competence, etc.) are significant, they turn out to be in the integral characteristics of the personality (interests, orientation, emotional and behavioral restraint and the ability to adjustment) forms of professional development of personality (individual, personal, individual-personal), stages of psychological restructuring of the personality (self-determination, self-expression, self-realization) in connection with adaptive behavior or development of personality in professional activity, individual typological features. It is very essential for the professional development of a young person, and moreover for a person with disabilities, to take into consideration her individual and typological characteristics while teaching. Correctly selected psychological tools for definition of the weak and strong points of a personality and necessary psychological support, the corrective work of a psychologist, in our opinion, make it possible to adapt adjustment of a person with disabilities to the conditions of professional activity. The empirical part of the article deals with the results of a study of the characteristics of professional self-definition and individual-typological characteristics (temperament) of young people with disabilities, the leading role of motivation in choosing a profession and defining patterns in the formation of the motivational sphere. It was found that among the optants of a specialized college, internal individually significant motives (compliance with individual abilities, the possibility of mental and physical development, attractiveness, the opportunity for creativity) are predominant, most of them have decided on their professional preferences. Thus, after analyzing and comparing the results of the survey among students of schools and specialized colleges, we found some differences in the motivation of the youth with disabilities to choose a future profession. Young people, who have almost decided upon a profession, are going to take into account their own physical capabilities in their future professional activities and rely on real material support.

Motivation of students’ professional self-determination in the process of professional preparation in high education institutions of Ukraine

The purpose of the article is to theoretically substantiate and study the peculiarities of the motivational sphere of pedagogical faculty students’ development in the process of professional training in higher education institutions. In the context of the raised problem the questions connected with a self-determination of the student's youth in the professional choice, its awareness, responsibility are investigated; their plans for further work in the specialty, readiness for independent activity and how motivated it is, i.e. what role does motivation play in this process. The peculiarities of motivation development and the specifics of the motivational sphere of students are empirically revealed; peculiarities of pedagogical faculties’ students professional identity development, the level of professional identity components formation; type of career orientation; readiness to private practice; level of motivation to achieve; the guidelines that the students in their activities use are studied.

Розвиток мотивації студентів нефілологічних спеціальностей до вивчення іноземної мови

The article presents theoretical and practical aspects of forming motivation to study a foreign language for students of non-philological specialties. The essential characteristics of the concept of «motivation» are substantiated. The leading motives of students to study English are outlined. It is concluded that the structure of motives of future professionals is dominated by internal motivation, meaningfully related to educational activities. The results of the study confirm that the solution of educational problems by students independently activates their educational activities and strengthens the motivational sphere. It is proved that the use of play activities in the learning process simplifies the process of learning and motivates to learn the language. Additionally, precisely selected and regulated content of the discipline with a constant lively pace of learning a foreign language motivates students to succeed. In addition, the personal interest of the teacher in the progress of students adds to the latter's desire to learn. It is concluded that modern research of scientists and employees of higher education related to the researched problem involves the search for new ideas, motivations, motives that increase the effectiveness of learning motivation as a major component of mastering a foreign language by students of non-language specialties.

Розвиток мотивації студентів нефілологічних спеціальностей до вивчення іноземної мови

The article presents theoretical and practical aspects of forming motivation to study a foreign language for students of non-philological specialties. The essential characteristics of the concept of «motivation» are substantiated. The leading motives of students to study English are outlined. It is concluded that the structure of motives of future professionals is dominated by internal motivation, meaningfully related to educational activities.The results of the study confirm that the solution of educational problems by students independently activates their educational activities and strengthens the motivational sphere. It is proved that the use of play activities in the learning process simplifies the process of learning and motivates to learn the language. Additionally, precisely selected and regulated content of the discipline with a constant lively pace of learning a foreign language motivates students to succeed. In addition, the personal interest of the teacher in the progress of students adds to the latter’s desire to learn.It is concluded that modern research of scientists and employees of higher education related to the researched problem involves the search for new ideas, motivations, motives that increase the effectiveness of learning motivation as a major component of mastering a foreign language by students of non-language specialties.

Psychological and pedagogical problems of typical types of motivation of students (youths) engaged in physical education at the initial stage of exercises

The article considers the motivation of senior students to take independent exercises in various types of physical activity. The purpose of the study is to develop educational and methodological materials in the discipline Physical Education and Sport in a technical university. It is assumed that it is possible to manage motivation development by focusing on typical motivation options conditioned by drivers of development and characterized by the typological structure of the motivational sphere. According to the survey data, processed by means of multivariate data analysis, typical motivation options for independent exercises in Physical Education are identified. They identified 7 types that differ not only in factors (drivers) of development and containment of motivation, the structure of the motivational sphere, but also in motivational activity, as well as the degree of formation of polymotivation. The “effective” type with the development driver “sportsmanship” and the “professional-social” type with the driver “social significance” have high motivational activity and formed polymotivation; the “effective-aesthetic” type with the driver “personal development” and the “individual” type with the driver “psycho-emotional health” have medium motivational activity and unformed polymotivation. The “effective-emotional” type with the development driver “hedonism”, the “aesthetic” type with the driver “active rest” and the “individual” type with the driver “sports intentions” have low motivational activity. Problems of development and psychological and pedagogical directions of their solution are indicated for each typical variation both at the stage of normative mastering of activities and in further independent exercises. The most common problems are the lack of formation of ideas about the impact of Physical Education on professionalization and professional health, mutual influence of health components in the process of health training, differentiation and consistency of achievement of goals in the process of independent occupations.