Motivation of students to learn

Abstract

The article deals with the study of students’ motivation in institutions of higher education in order to identify the dominant. For this purpose, all motives of educational activity are divided into cognitive and social. The survey was conducted using the methodology for studying the motives of educational activities (modification by A. Rean, V. Yakunin). It has shown that in the system of training of future forestry experts the following cognitive motives are dominant: "to become a highly qualified specialist", "to get deep and solid knowledge", "to ensure success in future professional activities". Among the social ones, the motives "to receive a diploma", "to receive a scholarship on a permanent basis", "to obtain the approval of parents and others" are often called. Such motives as "to keep up with classmates", "to fulfill pedagogical requirements", "to be an example for classmates", "to avoid condemnation and punishment for bad learning", were chosen quite rarely. Students in 1, 3 and 4 courses have a cognitive motivation prevailing. Students of the 2nd course among the important for them motives named 2 cognitive and 2 social. However, the social motive "to receive a diploma" had the first rank. Prospects for further research we see in the development of a methodology for effectively forming the motivation of students' educational activities