UDC 378.14

Kargapolova E.V.¹ (Moscow, Russian Federation) – k474671@list.ru; Pritulenko M.S.¹ (Moscow, Russian Federation) – pritulenko.mariaaaaa@gmail.com

¹Plekhanov Russian University of Economics

Abstract. The article is devoted to the problem of students’ educational motivation. The results of a survey of students of Moscow universities are presented. The use of an interdisciplinary approach made it possible for a comprehensive, in-depth study of the educational motivation of the respondents. It is recorded that the majority of respondents like to study at a university. It is shown that the motivation more than 70% respondents is based on the motives of value-rational and purposeful action, social motives and needs for self-development. But it is also determined that almost half of the applicants study only for the sake of obtaining a diploma, which indicates the need to increase students’ interest in the learning process itself. The respondents are equally motivated by the experience of the past (“because”) and attitudes for the future (“in order”). It was revealed that to the least extent the educational activity of students is determined by the physiological need to receive a scholarship and negative reinforcement (“parents force me, and I am afraid of a negative reaction from them”). The most important result of the study was that to a greater extent students agreed with statements corresponding to the internal motivation for learning. However, despite the predominance of internal motives, external motivation also often encourages students to study, which can negatively affect the quality of their education. Girls are more internally motivated, whereas boys have more external motives for educational activities at the university. It was found that a high proportion of respondents are motivated situationally, which may interfere with the formation of motivation for students’ educational activities, based on the orientation of personal interests and life goals.

Keywords: motivation, learning motivation, motive, social action theory, social phenomenology, social exchange theory, dispositional theory, content theories of motivation, process theories of motivation.

References:

1. Abdurazakova K. A. Theory of McClelland’s Human Motivation. Yamal Bulletin. 2016, no. 3 (8), pp. 75-79. (In Russian). URL: https://elibrary.ru/wkgewz
2. Belyanina N. O. Theory of reinforcement of motives and features of its application in the organization. Economy and Society, 2016, no. 4-1 (23), pp. 217-220. (In Russian). URL: https://elibrary.ru/wdkxgp
3. Bocharov V.Yu. Dispositional concept of V.A. Yadov as a research tool for the development of categories of sociological analysis of labor behavior. Modern Society: Issues of Theory, Methodology, Methods of Social Research, 2019, vol. 1, pp. 43-49. In Russian). URL: https://www.elibrary.ru/bmstyx
4. Bugrimenko A.G. Internal and external educational motivation among students of a pedagogical university. Psychological science and education, 2006, Vol. 11, no. 4, pp. 51-60. (In Russian). URL: https://elibrary.ru/hvzgxh
5. Volovskaya N.M., Plyusnina L.K., Rusina A.V. Motivation of students in the university: sociological aspect. Theory and practice of social development, 2015, no. 5, pp. 12-15. (In Russian). URL: https://elibrary.ru/toewlj
6. Vorobyova M.V., Yarovova T.V. Educational motivation of university students: a methodological aspect Personality education, 2019, no. 2, pp. 21-27. In Russian). URL: https://elibrary.ru/xboeel
7.  Gordeeva T.O., Sychev O.A., Osin E.N. Internal and external educational motivation of students: their sources and influence on psychological well-being Questions of psychology, 201, no. 1, p. 35a45. (In Russian). URL: https://elibrary.ru/rvvjid
8. Ivanova A.S. Methodological program for the justification of A. Shyuts’s socio-humanitarian knowledge. Humanities and Social Sciences. Bulletin of the Financial University, 2013, no. 4 (12), pp. 12-20. (In Russian). URL: https://elibrary.ru/rtwosj
9. Kvitko D.N. Theories of motivation and their application in organizations: analysis of risks Economics and Business: Theory and Practice, 2022, no. 4-1 (86), pp. 203-211. (In Russian). DOI: 10.24412/2411-0450-2022-4-1-203-211
10. Kiseleva V.A., Kruzhilin A.V. Relationship between the factor of justice and injustice of motivation and labor productivity Bulletin of the South Ural State University, 2011, no. 28 (245), pp. 81-88. (In Russian). URL: https://elibrary.ru/oignux
11. Maslow A. Motivation and Personality. St. Petersburg, Eurasia Publ., 1999. 478 p. (In Russian).  URL: https://elibrary.ru/qxmqrp
12. Musagitova Y.Y. Application of V. Vroom’s Motivational Theory in Practical Activity. Skif. Student Science Issues, 2018, no. 2 (18), pp. 86-95. (In Russian). URL: https://elibrary.ru/yrtits
13. Ogoltsova E.G. Theory of social exchange of J. Homans and P. Blau. A Young Scientist, 2022, no. 50 (445), pp. 463-465. (In Russian)
14. Pinchuk A.N., Tikhomirov D.A., Karpova S.G. Educational motivation of modern students: the experience of cluster analysis Social and humanitarian knowledge, 2023, vol. 9, no. 2, pp. 210-219. (In Russian). DOI: 10.18255/2412-6519-2023-2-210-219
15. Ryspaeva Ch.K. Educational motivation of students as a psychological and pedagogical problem. Science and Innovative Technologies, 2020, no. 2(15), pp. 165-173. (In Russian). DOI: 10.33942/sit.ssh031
16. Maloshonok N., Semenova T., Terentyev E. Academic motivation among students of Russian higher education establishments: introspection. Educational Studies, 2015, no. 3, pp. 92-121. DOI: 10.17323/1814-9545-2015-3-92-121

For citation: Kargapolova E.V., Pritulenko M.S. Educational motivation of students of Moscow universities. CITISE, 2024, no. 3, pp. 385-397.