Classification of the motives of the teaching scheme. Motives of teaching, their types. Age features of the motives of teaching. Broad social motives

creative work

On the topic “Knowledge is the children of surprise and curiosity”

(to the question of the motivation of the teaching of schoolchildren) "

Kovdor, 2004

2 . Types of motives and motivation of educational activities

The topic of motive and motivation is very well developed in educational psychology, and this, oddly enough, creates certain difficulties in mastering this topic, since psychologists often have several different opinions on the same issue, and therefore, different methods for identifying which or a fact. It seems that the only way to solve these difficulties is to determine your own position on this problem, and choose for your work those terms, those methods that are more understandable and closer to the "style" of teaching. What I did in my subsequent work.

For a better understanding of the problem, it is advisable to agree on the unambiguity of the definitions of the terms "motive" and "motivation", although in psychology there are various definitions of these concepts.

So what is "motive"?

motive is what motivates activity

(is a form of manifestation of need).

What is "motivation"?

Motivation - the process of encouraging oneself and others

activities to achieve personal goals.

So, there are several classifications of motives, I will list some of them.

2.1. Classification of motives according to T. A. Ilyina

Motives directly motivating:

depend on the personality and activities of the teacher, the selected material, methods.
based on involuntary attention, based on positive emotions.

Motives promising to encourage:

are connected with the objective purposefulness of the student himself, the focus of his activities on the future.
it is an interest in a subject, in a certain activity, to which there is an inclination; desire to earn the approval of comrades.
motives can often be associated with negative emotions - fear of the teacher, parents.
rely on arbitrary attention associated with a consciously set goal.

Intellectual motivation motives:

interest in the process of mental activity;
the desire to find an independent answer to the question, a sense of satisfaction from a successful solution, a sense of satisfaction from the very process of mental work;
the awakening and maintenance of such interests depends on the teacher, i.e. it is necessary to teach students the methods of mental activity, the mastery of general educational skills.

This division is very conditional, the motives intertwine with each other, pass one into another, unite; in addition, the ratio of motives varies depending on age; so in the lower grades - directly motivating motives prevail; in seniors - promising-encouraging and social.

2.2. Another option for classifying the motives of teaching according to T. A. Ilyina
(relies on two tendencies: to achieve success and avoid failure)

The task of the teacher at the same time is to develop in students the desire for success, to encourage even small achievements, not to focus on failures.

2.3. A variant of the classification of motives according to A. K. Markova

(characterizing the attitude to the activity itself)

According to the same classification, external motives are called social, and internal - cognitive(It is this classification that I will use in the future).

2.4. Conclusions based on the activities of the student

The leading motives of student activity can be both external and internal motives. Of course, we all want the activity of our students to be guided by internal motives, but external motivation can also lead to the setting of an activity goal, if it is not only a negative (fear of a bad mark), but a positive motive (the desire to get a good mark).
It is extremely important to know the dynamics of the development of motives, and to ensure that external positive motives do not turn into external negative ones. With properly delivered training, the opposite happens, interest in the teacher develops into interest in the subject and later - in the science that he represents.
In reality, each student is motivated by several motives; learning activities are always polymotivated.

2.5. A variant of the classification of motives according to E. P. Ilyin

To understand the specifics of the motive, it is necessary to correlate them with age. Age characteristics of children affect motivation. For example, the readiness of schoolchildren to obey the demands of adults sharply decreases from the 4th to the 7th grade, which indicates a decrease in the role of external and an increase in internal motivation. Unfortunately, this fact is rarely taken into account by both parents and teachers.

Now it will be interesting to see how the educational activity of a schoolchild is motivated by age. Below I provide a table that shows the age and the age-appropriate motive (the table is an overview, and the motives are deliberately simplified, and some are not even included, because the main purpose of this table is to show a different principle of classification, as well as to show the relationship of age and motive ).

Table "Motives of educational activity"

Age/Group	motive
first graders (preschoolers)	general interest in learning striving for adulthood
junior schoolchildren	unquestioning fulfillment of the teacher's requirements (i.e., for the majority - social motivation); received marks; prestigious motive; cognitive motive (very rare).
middle classes	persistent interest in a particular subject against the background of a decrease in general motivation for learning; the motive for attending classes is “not because you want to, but because you need to”; requires constant reinforcement of the motive of teaching from the outside in the form of encouragement, punishment, marks; the need for knowledge and evaluation of the properties of one's personality; the main motive is the desire to find one's place among comrades (desired place in a team of peers); a feature of motivation is the presence of adolescent attitudes.
senior classes	the main motive is preparation for admission.

As can be seen from this table, the motive changes with age, and changes because needs change. I propose to look at the relationship between motive and need and see how clearly the need determines the motive.

The sequence of the appearance of needs in ontogenesis is from bottom to top (according to A. Maslow):

The sequence of appearance of motives (compiled by the author of the study):

2.6. Methods of motivation according to D. G. Levites

Psychologists and teachers offer different ways of motivation. I settled on those that seem to me more acceptable in terms of using them in every lesson. These are the following ways:

I will dwell in more detail on each method of motivation, accompanying it with the following explanations: the essence of the method is through an aphorism; what does this method give, or what is its result; what this method “requires” for its best application; in addition, I accompanied each method with a photograph of my own lessons when I used one or another method. I’ll make a reservation right away that it turned out to be problematic to show the methods of motivation “culture of communication” and “sense of humor” in the photo - not because I don’t use these methods, but because it’s also impossible to photograph the smell of Chanel No. 5.

Educational motivation is a particular type of motivation included in the activities of learning, learning activities. It has been established that learning activity is motivated by a hierarchy of motives that have different origins and different psychological characteristics.

The motive of learning is the focus of the student on various aspects of educational activity. If the student's activity is aimed at working with the object being studied, then in these cases we can talk about different types of cognitive motives. If the activity of the student is directed in the course of teaching to relationships with other people, then we are talking about various social motives.

The cognitive need underlies the motivation associated with the content and process of the teachings. The cognitive need is born from the need for external impressions and the need for activity and begins to manifest itself early, in the first days of a child's life.

For children of different ages and for each child, not all motives have the same motive force. Some of them are basic, leading, others are secondary, secondary, not having independent significance. The latter are always, one way or another, subordinate to the leading motives. In some cases, such a leading motive may be the desire to win an excellent student's place in the class, in other cases, the desire to get a higher education, and thirdly, interest in knowledge itself.

All these teaching motives can be subdivided into two broad categories. Some of them are related to the content of the educational activity itself and the process of its implementation; others - with a broader relationship of the child with the environment. The former include the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge; others are connected with the child's needs in communicating with other people, in their assessment and approval, with the desire of the student to take a certain place in the system of public relations available to him.

The study found that both of these categories of motives are necessary for the successful implementation of not only educational, but also any other activity. The classification of motives is shown in Fig.1.

It was also found that both categories of motives are characterized by specific features at different stages of a child's development. An analysis of the characteristics of learning motivation in schoolchildren of different ages revealed a regular course of changes in learning motives with age and conditions that contribute to this change.

In children entering school, broad social motives express the need that arises at the senior preschool age to take a new position among others, namely the position of a schoolchild, and the desire to perform a serious, socially significant activity associated with this position.

At the same time, children entering school also have a certain level of development of cognitive interests. At first, both motives provide a conscientious, one might even say, responsible attitude of students to learning at school. In the first and second grades, this attitude not only continues to be preserved, but even strengthens and develops.

However, gradually this positive attitude of young schoolchildren to learning begins to be lost. The turning point is usually the third grade. Here, many children are already beginning to be weary of school duties, their diligence is decreasing, the authority of the teacher is noticeably falling. The essential reason for these changes is, first of all, that by grades 3-4 their need for the position of a schoolboy is already satisfied and the position of a schoolchild loses its emotional appeal for them. In this regard, the teacher also begins to take a different place in the lives of children. He ceases to be the central figure in the classroom, able to determine both the behavior of children and their relationships. Gradually, schoolchildren develop their own sphere of life, a special interest in the opinion of their comrades appears, regardless of how the teacher looks at this or that. At this stage of development, not only the opinion of the teacher, but also the attitude of the children's team ensures that the child experiences a state of greater or lesser emotional well-being.

In adolescence, the child comes close to understanding his own motivation. Initially, awareness of one's motives and goals is carried out through their comparison with the motives and goals of one's comrades. A teenager correlates his motivation with the motivation of his peers, and all this taken together with the samples and ideals accepted in society. By the end of adolescence, a stable dominance of any motive can be observed.

A special study of the process of formation of cognitive interests, also carried out in the laboratory of personality formation at the Institute of General and Pedagogical Psychology of the Academy of Sciences of the USSR, made it possible to identify their specifics at different stages of the age development of schoolchildren. At the beginning of education, the cognitive interests of children are still quite unstable. They are characterized by a certain situational nature: children can listen with interest to the teacher's story, but this interest disappears along with its end. Such interests can be characterized as episodic.

Let us turn to a more detailed consideration of how different in quality both cognitive and social motives of learning can be. Two groups of psychological characteristics of these motives can be distinguished. The ratio of the characteristics of motives is schematically presented in Fig.1.

The first group of motivational characteristics - they are called meaningful - is directly related to the content of learning activities. The second group of characteristics - they are conditionally called dynamic - characterizes the form, the dynamics of the expression of these motives; these features of motives are closer to the psychophysiological features of the child, the features of his nervous system. Each of the above motives has both content and dynamic characteristics.

the presence of a personal meaning of teaching for the student. In this case, the motive performs not only the role of a stimulus, but is also “sense-forming”, that is, it gives personal meaning to the teaching.

the presence of the effectiveness of the motive, i.e., its real influence on the course of educational activity and the entire behavior of the child. The effectiveness of the motive is closely connected with the first characteristic - the personal meaning of the doctrine. If the motive does not have a real impact on the course of learning, although the child can name this motive, psychologists talk about “only known” (A.N. Leontiev) motives for learning. Most often, "known" motives are communicated by adults - a teacher, parents, and actually acting motives arise as a result of actual involvement in various activities;

place of motive in the overall structure of motivation. Each motive can be leading, dominant or secondary, subordinate.

independence of the emergence and manifestation of the motive. It can arise as an internal one in the course of independent study work or only in a situation of adult assistance, i.e. like external.

level of awareness of the motive. Sometimes schoolchildren are not only well aware, but also deliberately disguise their motives, either hiding behind indifference to educational work, or passing off fictitious motives as genuine.

the degree of distribution of the motive to different types of activity. G.I. Schukina suggested the following levels of interest for its localization:

amorphous, unclear localization, expressed in a general interest in learning “everything is interesting at school”;

wide localization - schoolchildren are happy to work on various subjects and tasks, they show wide curiosity in the absence of depth of knowledge;

the presence of localized core interests, when students are focused on one or two related or distant subjects. Core interests underlie the inclinations, abilities of the student, influence the choice of profession, and are of great value to the individual.

If there are differences in the content of motives, then there are also features of their forms. They form the dynamic characteristics of motives.

The most important feature is the stability of motives. This is expressed in the fact that one or another motive is updated quite constantly in all learning situations.

Schukina G.I. described the following levels of stability of motives:

Interest may be situational, limited to individual outbursts to emotionally appealing learning situations.

Relatively stable interest is associated with a certain range of subjects

Sufficiently stable interest is manifested in the fact that the child learns willingly even in spite of unfavorable external stimuli.

Another feature of the form of manifestation of motives is their emotional coloring - modality. Motivation for learning can be negative or positive. Negative motivation is understood as the motivation of the student, caused by the awareness of the troubles that may arise if he does not study. Positive motivation is associated with achieving academic success, mastering new knowledge, maintaining good relationships with others.

Other forms of manifestation of motives are expressed in the strength of the motive, its severity, the speed of occurrence.

The forms of expression of the motives of the teaching should always be in the teacher's field of vision.

Now the motivation of learning is considered as a complex multi-component and multi-phase process in which various (volitional, cognitive and emotional) components are involved.

In recent years, a trend has been developed to approach learning activities as polymotivated. This approach is reflected in the works of Markova A.K., who considers the formation of motivation as a complication of "the structure of the motivational sphere, the motivations included in it, the establishment of new, more mature, sometimes contradictory relationships between them" . In this regard, educational psychology uses the classification of educational motives in terms of their personal significance, their function in the system of educational motivation.

There are semantic motives, which not only stimulate activity, but also give it a personal meaning, and incentive motives, which, acting in parallel with the first, serve as additional motives. Sense-forming motives, they are also leading (N.F. Talyzina), dominant (R.R. Bibrich, I.A. Vasiliev), prevailing (V.E. Milman) determine the direction of the entire motivational system. If the student is satisfied with how his meaning-forming motive is realized in the activity of the teaching, then he will strive to continue it, despite the fact that at some point it will not allow the motive-stimulus to be realized.

An important role in the study of educational motivation is played by its classification in terms of levels of formation (measures, degrees of development of motives and motivation in general). The introduction of the concept of levels of formation (development) of educational motivation involves the coverage of a number of fundamental issues:

1) what are the criteria for distinguishing levels and what is the characteristic of each level?

2) what indicators can be used to assess the level of formation of motivation among the students themselves?

3) with the help of what diagnostic methods, it is possible to identify the features of the indicators and thereby determine the student's belonging to a particular level?

The problem of the levels of development of learning motivation was developed in most detail by A.K. Markova. In essence, this type of typology, presented for the first time, contains six levels, six "steps of the student's involvement in the learning process" . It is based on two criteria: the type of attitude to learning and the nature of the dominant motives. The indicators of the formation of learning motivation are the features of goal-setting (what goals the student sets and implements in learning), emotions in the course of learning (how he experiences the learning process), the state of the ability to learn (his learning and learning ability). The undoubted merit of the author is the compilation of a fairly detailed description of each level, which reflects the features of the interaction of the nature of the student's motivation with the type of his attitude to learning and the state of educational activity in general.

The program for studying the level of educational motivation should include, according to the author, several blocks: motivational, target, emotional, cognitive. To evaluate each of them separately, A.K. Markova suggests using a set of diagnostic techniques. The main ones here are observation under normal conditions and conditions of a psychological and pedagogical experiment, conversation, creating a situation of real choice, projective methods.

However, A.K. Markov's indicators of levels are presented in a row, and as a result, it remains unclear the question of in which cases the divergence of signs indicates a particular level. Unfortunately, we also failed to find a methodology aimed at identifying the level of development of learning motivation in general, which would solve the problem of comparing numerous parameters and deriving a final grade for various combinations of them. And yet, proposed by A.K. Markov's typology of levels of learning motivation, the program of its study is an important step in developing the problem.

N.V. Elfimova does not set the task of identifying the levels of formation of educational motives directly. At the same time, her works reveal in detail the issues of identifying and substantiating the system of indicators of motivation for learning and the selection of methods that diagnose these indicators.

The indicators considered here are:

1) the place of learning in the system of personally significant activities of the student (whether learning is a significant activity for the student);

2) the role of the teacher among subjects that are personally significant for the student (is the teacher a significant subject that has a direct impact on the motivation of learning);

3) attitude to learning (the sign of attitude; the ratio of social and cognitive motives of the student's learning in the hierarchy);

4) the student's attitude to academic subjects (the definition of "favorite" and "unloved" subjects).

Speaking about the "norm" in relation to the selected indicators, N.V. Elfimov, in our opinion, indirectly characterizes the highest level of development of motivation for the teaching of a younger student. What are its features? With regard to the first indicator, the norm will undoubtedly be the case when teaching is one of the types of personally significant activity. First of all, the teacher should act as a personally significant subject for the student. Obviously, the attitude towards teaching should be positive. Defining the norm for the correlation of social and cognitive motives of learning, N.V. Elfimova relies on the position put forward in Russian psychology by L.I. Bozhovich, and believes that cognitive motives should dominate in the hierarchy along with social ones. For the latter indicator, the positive attitude of students, first of all, to the “basic” academic subjects can be considered the norm.

When studying learning motivation, the question of the types of learning motives becomes the central issue.

The motive of learning is understood as the orientation of the activity (activity) of the student on certain aspects of educational activity. There are several classifications of learning motives. According to L.I. Bozhovich, the motives of learning are divided into external (not related to the educational process) and internal (derivatives from various characteristics of learning). A.N. Leontiev singles out "stimulus motives" and "meaning-forming" motives. “Some motives, inducing activity, at the same time give it a personal meaning; we will call them sense-forming motives. Others coexisting with them, acting as motivating factors (positive or negative) - sometimes acutely emotional, affective - are deprived of a meaning-forming function; we will conditionally call such motives motives - incentives ”(A.N. Leontiev). Also A.N. Leontiev divides the motives of the doctrine into “known” (“understood”) and “actually acting”.

The most complete classification of learning motives was proposed by A.K. Markova. She distinguishes two groups of learning motives: cognitive motives and social motives.

Cognitive motives are aimed at the process of cognition, increasing the effectiveness of its results - knowledge, skills, as well as methods of cognition and the acquisition of knowledge, methods and techniques of educational work, and increasing the effectiveness of these methods and methods of cognition. Their levels: broad cognitive motives - focus on knowledge; educational and cognitive - focus on ways of obtaining knowledge; motives of self-education - focus on ways of independent replenishment of knowledge.

Social motives characterize the student's activity in relation to certain aspects of interaction with another person in the course of learning, to the results of joint activities and methods of these interactions, to increasing the effectiveness of the results and methods of these interactions. Their levels: broad social motives - duty, responsibility; narrow social or positional motives - the desire for the approval of others; motives of social cooperation - the desire to master the ways of interaction with other people.

A number of researchers (L.I. Bozhovich, P.M. Yakobson) postulate the need for the presence of both components (cognitive and social motives) for the effectiveness of learning activities.

General trends in the development of ideas about the motivation of learning in Russian psychology consist in a gradual transition from an undifferentiated to a differentiated understanding of the motivation for learning; from the idea of a motive as an “engine” that precedes an activity, to its definition as an important, internal psychological characteristic of the activity itself. A differentiated approach involves the allocation of meaningful and dynamic characteristics that the psychological motivation under study possesses.

A.K. Markova highlights the content and dynamic characteristics of the motive of learning:

Dynamic characteristics: stability; expressiveness and strength; switchability; emotional coloring; modality.

Another trend in the study of learning motivation is a formative approach that involves determining the conditions that affect the formation of the learning motive in the aggregate of its content and dynamic characteristics.

Starting education at a university, a former student is faced with a number of changes: first, the level of external control over the student's activities is sharply reduced; secondly, the structure of the educational activity itself is changing - the motives of the study are supplemented and closely intertwined with professional motives; thirdly, there is an entry into a new social community - "students". In the light of such changes, the question of the motivation of students' educational activities becomes especially important.

Different authors name different motives for entering a university, which largely depends on the angle of studying this issue, the socio-economic situation in the state. The main motives for entering a university are: the desire to be in the circle of students, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations, and its creative possibilities. There are differences in the significance of motives for girls and boys. Girls more often note the great social significance of the profession, the wide scope of its application, the opportunity to work in large cities and research centers, the desire to participate in student amateur performances, and the good material security of the profession. Young men more often note that the chosen profession meets their interests and inclinations. They also refer to family traditions.

In the motivation of students' learning activities, the actual educational and professional components are constantly combined. In this regard, in the structure of the teaching, it is possible to single out the actual motives of the teaching and professional motives as "internal motives that determine the direction of a person's activity in professional behavior in general and the orientation of a person to different aspects of professional activity itself." Professional motives are also defined as "motives that move the subject to improve their activities - its methods, means, forms, methods, etc.", "growth motives that implement the focus on production, and not on consumption" in activities.

Within the framework of the activity approach D.B. Elkonin and V.V. Davydov, the basic activity of students is educational and professional. Her motivation, according to T.I. Lyakh, includes two groups of motives: educational-professional and social. Each of these groups goes through three levels in its development. Levels of formation of educational and professional motives (from the lowest to the highest): wide educational and professional; educational and professional; motive of professional self-education. Levels of formation of social motives for educational and professional activities at the university (from the lowest to the highest): a broad social motive; narrow social, positional motive; motives for professional cooperation. By the end of their studies at a pedagogical university, senior students, under the influence of the system of educational work of the university, should develop motives for professional self-education from the group of educational and professional motives, and motives for professional cooperation from the group of social motives.

Research conducted by A.N. Pechnikov, G.A. Mukhina, showed that the leading educational motives of students are "professional" and "personal prestige", less significant are "pragmatic" (to receive a diploma of higher education) and "cognitive". True, the role of dominant motives changes in different courses. In the first year, the leading motive is "professional", in the second - "personal prestige", in the third and fourth years - both of these motives, in the fourth - also "pragmatic". The success of training was largely influenced by "professional" and "cognitive" motives. "Pragmatic" motives were mainly characteristic of poorly performing students.

Similar data have been obtained by other authors. M.V. Vovchik-Blakitnaya, at the first stage of the transition of an applicant to student forms of life and education, singles out the prestigious one as the leading motive (asserting oneself in the status of a student), in the second place - cognitive interest, and in the third - a professional and practical motive.

F.M. Rakhmatullina did not study the motive of "prestige", but revealed general social motives (understanding the high social significance of higher education). According to her data, the “professional” motive occupied the first place in importance in all courses. The second place in the first year was taken by the “cognitive” motive, but in the subsequent courses, the general social motive came to this place, pushing the “cognitive” motive to third place. The "utilitarian" (pragmatic) motive was fourth in all courses; it is characteristic that from junior to senior years his rating fell, while the rating of the "professional" motive, as well as the "general social", increased. The "professional", "cognitive" and "general social" motives were more pronounced among the well-performing students than among the average students, and the "utilitarian" motive among the latter was more pronounced than among the former. It is also characteristic that the "cognitive" motive took the second place among the students with good progress, and the third among the students with average progress.

R.S. Weissman observed the dynamics of change from the 1st to the 4th year of the motives for creative achievement, "formal-academic" achievement and "need for achievement" among students of the Faculty of Psychology. Under the motive of creative achievement, the author understands the desire to solve any scientific or technical problem and to succeed in scientific activity. The motive of "formal-academic" achievement is understood by him as a motivation for a mark, good academic performance; "the need for achievement" means a vivid expression of both motives. R.S. Weissman found that the motive for creative achievement and the need for achievement increase from the 3rd to the 4th years, while the motive of "formal academic" achievement decreases from the 2nd to the 3rd-4th years. At the same time, the motive of creative achievement in all courses significantly prevailed over the motive of "formal academic" achievement.

On the basis of the general motivation of educational activity (professional, cognitive, pragmatic, social-public and personal-prestigious), students develop a certain attitude towards different academic subjects. It is determined by: the importance of the subject for professional training; interest in a particular branch of knowledge and in this subject as part of it; the quality of teaching (satisfaction with classes in this subject); a measure of the difficulty of mastering this subject based on one's own abilities; relationship with the subject teacher. All these motivators can be in a relationship of interaction or competition and have a different impact on learning, so a complete picture of the motives of learning activity can only be obtained by identifying the significance for each student of all these components of a complex motivational structure. This will also make it possible to establish the motivational tension in this subject, i.e. the sum of the components of the motive of educational activity: the more components determine this activity, the greater its motivational tension.

In recent years, the understanding by psychologists and educators of the role of positive motivation for learning in ensuring the successful acquisition of knowledge and skills has increased. At the same time, it was revealed that high positive motivation can play the role of a compensating factor in case of insufficiently high abilities; however, this factor does not work in the opposite direction - no high level of abilities can compensate for the absence of a learning motive or its low severity, and cannot lead to significant academic success (A.A. Rean).

Awareness of the high importance of the learning motive for successful learning led to the formation of the principle of motivational support for the educational process (O.S. Grebenyuk). The importance of this principle stems from the fact that in the process of studying at a university, the strength of the motive for learning and mastering the chosen specialty decreases. According to A.M. Vasilkov and S.S. Ivanov, obtained during the surveys of cadets of the military medical academy, the reasons for this are: unsatisfactory prospects for work, service, shortcomings in the organization of the educational process, life and leisure, shortcomings in educational work. They also showed that students who are independent and prone to authoritarianism and rigidity show a more significant decrease in their professional orientation.

A.I. Gebos identified factors that contribute to the formation of a positive motive for learning among students: awareness of the immediate and final goals of learning; awareness of the theoretical and practical significance of the acquired knowledge; emotional form of presentation of educational material; showing "promising lines" in the development of scientific concepts; professional orientation of educational activity; selection of tasks that create problem situations in the structure of educational activities; the presence of curiosity and "cognitive psychological climate" in the study group.

The question of the types of learning motives is central in the study of learning motivation.

There are several classifications of the motives of learning, which largely depends on the different angles of studying this issue, the socio-economic situation in the state. The main motives for entering a university are the following: the desire to be in the circle of student youth, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations and its creative possibilities. The significance of motives differs significantly among girls and boys.

In the structure of the teaching, the actual motives of the teaching and professional motives will be singled out as "internal motives that determine the direction of a person's activity in professional behavior in general and the orientation of a person to different aspects of professional activity itself."

In the process of teaching an adult contingent, with all the variety of structural approaches to the formation of learning motivation, their semantic dominant should be focused on the motive for achieving success.

The long-held motive for achieving success in working with an adult audience manifests itself in such a way that after failure, the learning individual tends to be more active (add activity) in order to increase academic performance.

There are many approaches to the classification of motives. Among domestic scientists, he very clearly identifies the grounds for classification L.I. Bozovic. We can distinguish the following groups of motives: 1) cognitive motives, (associated with the content of educational activities and the process of its implementation); 1.1. Broad cognitive motives, consisting in the orientation of schoolchildren to mastering new knowledge. Broad cognitive motives can manifest themselves in the educational process as follows: - successful completion of educational tasks; - a positive reaction to the increase in the difficulty of the task by the teacher; - contacting the teacher for additional information and readiness to accept it; - positive attitude to optional tasks; - referring to educational tasks in a free optional environment, for example, at a break . 1.2. Educational and cognitive motives, consisting in the orientation of schoolchildren to the assimilation of methods of obtaining knowledge. Their manifestations in the lesson: - return to the analysis of the method of solving the problem after obtaining the correct result; - interest in the transition to a new action, to the introduction of a new concept, to the analysis of one's own mistakes; - self-control during work; 1.3. Motives for self-education, consisting in the orientation of schoolchildren to independently improve the ways of obtaining knowledge. All these cognitive motives provide overcoming the difficulties of schoolchildren in educational work, cause cognitive activity and initiative, form the basis of a person’s desire to be competent, the desire to be at the level of the century, the demands of the time, etc. 2) social motives, (associated with various social interactions of the student with other people). 2.1. Broad social motives consisting in the desire to acquire knowledge in order to be useful to the country, society, the desire to fulfill one's duty, in understanding the need to learn and in a sense of responsibility. In the educational process, they manifest themselves as follows: - actions that testify to the student's understanding of the general significance of the teaching, about the readiness to sacrifice personal interests for the sake of public ones; - involvement in various types of socially useful activities; 2.2. Narrow social, the so-called positional motives, consisting in the desire to take a certain position, place in relations with others, get their approval, earn their authority. Their manifestations in the educational process: - the desire for interactions and contacts with peers; - appeal to a friend during the exercise; - the intention to find out the attitude of a friend to his work; - initiative and disinterestedness with the help of a friend; - real inclusion in collective work. 2.3. Social motives, called the motives of social cooperation, consisting in the fact that the student not only wants to communicate and interact with other people, but also seeks to realize, analyze the ways, forms of his cooperation and relationships with the teacher and classmates. This motive is an important basis for self-education, self-improvement of the individual. Their manifestations in the educational process: - the desire to realize the ways of teamwork and improve them; - interest in discussing different ways of frontal and group work in the classroom; - interest in switching from individual to collective work and vice versa.

A motive is an incentive to activity, something for which the student performs this or that activity.

In activity, motives and goals are distinguished. The goal is the perceived and perceived result of the activity. Goals are usually clear to both teacher and student. Objectives are set in the lesson (or should be set) in a very clear manner. The motives of the wife are always clear to the teacher, and even to the student himself.

Depending on what the motive of the activity is, it acquires a different meaning for the child. The child solves the problem. The goal is to find a solution. Motives can be different. The motive may be to learn how to solve problems, or not to upset the teacher or please the parents with a good mark. Objectively, in all these cases, the goal remains the same: to solve the problem, but the meaning of the activity changes along with the change in motive.

Motives influence the nature of educational activity, the child's attitude to learning. If, for example, a child studies in order to avoid a bad mark, punishment, then he studies with constant tension, his teaching is devoid of joy and satisfaction.

A. N. Leontiev distinguishes between the motives understood and the motives actually acting. The student understands that he needs to learn, but this may not yet encourage him to engage in learning activities. Understandable motives in a number of cases become real motives.

A. N. Leontiev considers such an example. A first-grader is trying in every possible way to delay the preparation of homework. He knows that he needs to prepare lessons, otherwise he will upset his parents, get an unsatisfactory mark, that studying is his duty, duty, etc. But all this may not be enough to force him to prepare lessons. Suppose now that the child is told: until you do your homework, you will not go to play. Such a remark may have an effect, and the student does his homework. Undoubtedly, there are other motives for the child's consciousness (to get a good mark, to fulfill one's duty), but these are "only understandable motives." They are not psychologically effective for the student, but another motive is truly effective: to get the opportunity to take a walk. But the child not only satisfied this motive, but, since he learned his lessons well, received a good mark. Some time passes, and the child sits down for lessons on his own initiative. A new operating motive has appeared: he does his homework in order to get good grades - this is now the meaning of preparing assignments.

In conclusion, A. N. Leontiev expresses the following thought: “Isn’t the art of education in general in creating the right combination of “understood” motives and “actually acting” motives and, at the same time, in the ability to attach higher importance to a successful result of activity in time in order to ensure this transition to a higher type of real motives that govern the life of the individual? (FOOTNOTE: Leontiev A.N. Problems of the development of the psyche. 3rd ed. M., 1979, p. 513.)

Motives may or may not be recognized. Actual, that is, at the moment of activity, they are usually not realized. But even in the case when they are not realized, they are reflected in a certain emotion, i.e. the student may not be aware of the motive that prompts him, but he may or may not want to do something, experience in the process of activity. This desire or unwillingness to act is, according to A. N. Leontiev, an indicator of positive or negative motivation.

As a rule, the educational activity of a child is motivated not by one motive, but by a whole system of various motives that intertwine, complement each other, and are in a certain relationship with each other. Not all motives have the same impact on learning activities. Some of them are leading, others are secondary.

All motives can be divided into two large groups: some of them are generated by the learning activity itself, are directly related to the content and process of learning, methods of acquiring knowledge; other motives lie, as it were, outside the educational process and are associated only with the results of learning. Such motives can be both broad social (the desire to finish school well, go to university, work well in the future), and narrowly personal: well-being motives (get a good mark at any cost, earn the praise of a teacher or parents, avoid trouble) and prestigious motives ( to stand out among comrades, to occupy a certain position in the class).

What place do these groups of motives occupy in motivating the teaching of younger schoolchildren? Studies of the motives for teaching younger schoolchildren have shown that the motives associated with the learning activity itself, its process and content, do not occupy a leading place. According to research by L. I. Bozhovich and her collaborators, these motives are ranked third among first-graders, and even fifth among third-graders.

According to our research, the first place is occupied by broad social motives, the second by narrow social motives, and the third by educational and cognitive ones.

In the system of motives, - writes L. I. Bozhovich, - that stimulate the educational activity of younger schoolchildren, social motives occupy such a large place that they are able to determine the positive attitude of children to activities that are even devoid of direct cognitive interest for them "(FOOTNOTE: Bozhovich L. And Personality and its formation in childhood, Moscow, 1968, p. 249.

For the consciousness of a child who has come to school, the most significant are such broad social motives as the motives of self-improvement (to be cultured, developed) and the motives of self-determination (after school, continue to study, work). The child is aware of the social significance of learning, and this creates a personal readiness for learning at school. These motives are the result of social influences.

Children argue like this: “I need to study in order to work well later, I want to be a driver”, “I want to be a doctor in order to treat people, and for this you need to know a lot”, “I study in order to be cultured and developed”. Such reasoning suggests that the kindergarten and the family create a certain social attitude in the child, the child understands the social significance of learning, understands that he needs knowledge for the future, he wants to be smart, cultured and developed. In the first days of being at school, such an attitude determines the positive attitude of children to activities and creates favorable conditions for the start of learning.

It should be noted that the motives of self-improvement and self-determination act for the younger student as "understandable" and are associated with distant goals.

Answering the question: “My goal”, most of the children wrote: “to be honest”, “to be kind”, “not to quarrel with friends”, “to be exemplary”; another category of answers: “to be a doctor”, “to be a sailor”, etc. That is, the perspective associated with the motives of self-improvement and choosing a profession prevails.

However, this prospect is very far away, and, as our study shows, the younger student lives mainly for today.

In connection with the importance that younger students attach to the motives of self-determination (future profession, continued education) and self-improvement (to be smart, developed, cultured), it is important to build the educational process so that the student from the very first day of schooling "sees" his movement forward, their daily enrichment with knowledge, skills, their movement from ignorance to knowledge. This is possible if the student is aware of what he already knows and what he still does not know, what he still needs to learn, what he will learn about and what he will learn, what methods of work he has already mastered and what he will master in the next lesson, in the next quarters. In this regard, in the educational process, a clear statement of short-range and distant goals, educational tasks is of paramount importance in the educational process.

The motives of duty and responsibility are initially not recognized by children, although in reality this motive manifests itself in the conscientious fulfillment of the teacher's tasks, in the desire to fulfill all his requirements.

However, not all younger students, as our study shows, correctly understand what it means to be a responsible student. Only 25% of children say that the responsible person tries to fulfill the requirements of the teacher. Irresponsibility is understood somewhat better (33% of children call irresponsible the one who does not fulfill the tasks, the requirements of the teacher).

Many junior schoolchildren show a very low level of personal responsibility, they are quarrelsome to blame not themselves, but other people, comrades, relatives for their failures and mistakes. As our study showed, children are 2.5 times more likely to point to these reasons than to their own irresponsibility. This indicates an uncritical attitude towards oneself, an overestimated self-esteem.

Similar data were obtained when comparing students' opinions about their responsibility. Comparison with the actual manifestation of responsible behavior showed that half of the children overestimated themselves, that is, they did not really show the level of responsibility that they attributed to themselves.

This suggests that for the most part children do not see their shortcomings. Moreover, younger students find it difficult to find ways to eliminate them. Thus, special work is required to form a responsible attitude to learning.

A responsible attitude implies: an understanding of the social value of learning, an understanding that education is not just a personal asset, but above all the property of the country, that education is of national importance (younger students rarely point to this motive); understanding of student duty to society, parents, team (as we said above, younger students are poorly aware of the motives associated with duty, very rarely children indicate these motives in verbal statements).

However, one understanding of the significance of the doctrine is still far from enough. Responsibility implies a high level of self-control and self-esteem. In this regard, it is very important to form the ability to organize your learning activities, plan it, control the implementation: do not be distracted in the lesson, bring the work you have started to the end, independently complete tasks, show diligence and accuracy in completing educational tasks, be active in the lesson and in preparation for lesson; to critically assess one's attitude to teaching, one's behavior: to attribute one's mistakes and failures not to other people, circumstances, but to one's own personal characteristics.

A responsible attitude to learning is manifested in the student's ability to consciously subordinate his actions to more important goals and objectives, that is, to show subordination of motives.

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