Features of Educational Motivation and Emotional Attitude to Learning of 4-grade Students (on the Example of Traditional and Developmental Education)

The article presents the results of a study of educational motivation and emotional experiences of junior schoolchildren studying in different didactic systems (N=54). It was revealed what motives are leading among students of the 4th grade and whether there are differences in the emotional attitude...

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Vydáno v:Psihologo-pedagogičeskie issledovaniâ Ročník 14; číslo 1; s. 32 - 48
Hlavní autoři: Voronkova, I.V., Lagutina, E.N., Adaskina, A.A.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Moscow State University of Psychology and Education 01.04.2022
Témata:
emotional attitude to learning
learning motivation
type of teacher-student interaction
ISSN:2587-6139, 2587-6139
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Abstract The article presents the results of a study of educational motivation and emotional experiences of junior schoolchildren studying in different didactic systems (N=54). It was revealed what motives are leading among students of the 4th grade and whether there are differences in the emotional attitude to learning between children studying in different educational programs. The research used the following methods: observation of the teacher and students in the classroom, conversation with students, M.V. Matyukhina "Diagnostics of the structure of educational motivation of a schoolchild", Methodology for diagnosing motivation for learning and emotional attitude to learning (A.D. Andreeva). It was revealed that for fourth-graders, regardless of the educational program, one of the leading motives is the motive of self-improvement and self-education. For students according to the Elkonin–Davydov system, educational and cognitive motives are also leading, and for schoolchildren of the traditional system, the motives of duty and responsibility and avoiding trouble. Younger schoolchildren studying according to the Elkonin–Davydov educational system demonstrate a more positive emotional attitude to learning. В статье представлены результаты исследования учебной мотивации и эмоциональных переживаний младших школьников, обучающихся в разных дидактических системах. Выявлялось, какие мотивы являются ведущими у обучающихся 4-х классов, существуют ли различия в эмоциональном отношении к учению между детьми, обучающимися по разным образовательным программам (N=54). В исследовании использованы следующие методы: наблюдение за учителем и обучающимися на уроках, беседа с обучающимися, методика М.В. Матюхиной «Диагностика структуры учебной мотивации школьника», методика диагностики мотивации учения и эмоционального отношения к учению (А.Д. Андреевой). Выявлено, что для четвероклассников, независимо от образовательной программы, одним из ведущих мотивов является мотив самосовершенствования и самообразования. Для обучающихся по системе Д.Б. Эльконина–В.В. Давыдова ведущими также являются учебно-познавательные мотивы, а для школьников традиционной системы – мотивы долга и ответственности и избегания неприятностей. В большей степени положительное эмоциональное отношение к учению демонстрируют младшие школьники, обучающиеся по образовательной системе Эльконина–Давыдова.
AbstractList The article presents the results of a study of educational motivation and emotional experiences of junior schoolchildren studying in different didactic systems (N=54). It was revealed what motives are leading among students of the 4th grade and whether there are differences in the emotional attitude to learning between children studying in different educational programs. The research used the following methods: observation of the teacher and students in the classroom, conversation with students, M.V. Matyukhina "Diagnostics of the structure of educational motivation of a schoolchild", Methodology for diagnosing motivation for learning and emotional attitude to learning (A.D. Andreeva). It was revealed that for fourth-graders, regardless of the educational program, one of the leading motives is the motive of self-improvement and self-education. For students according to the Elkonin–Davydov system, educational and cognitive motives are also leading, and for schoolchildren of the traditional system, the motives of duty and responsibility and avoiding trouble. Younger schoolchildren studying according to the Elkonin–Davydov educational system demonstrate a more positive emotional attitude to learning. В статье представлены результаты исследования учебной мотивации и эмоциональных переживаний младших школьников, обучающихся в разных дидактических системах. Выявлялось, какие мотивы являются ведущими у обучающихся 4-х классов, существуют ли различия в эмоциональном отношении к учению между детьми, обучающимися по разным образовательным программам (N=54). В исследовании использованы следующие методы: наблюдение за учителем и обучающимися на уроках, беседа с обучающимися, методика М.В. Матюхиной «Диагностика структуры учебной мотивации школьника», методика диагностики мотивации учения и эмоционального отношения к учению (А.Д. Андреевой). Выявлено, что для четвероклассников, независимо от образовательной программы, одним из ведущих мотивов является мотив самосовершенствования и самообразования. Для обучающихся по системе Д.Б. Эльконина–В.В. Давыдова ведущими также являются учебно-познавательные мотивы, а для школьников традиционной системы – мотивы долга и ответственности и избегания неприятностей. В большей степени положительное эмоциональное отношение к учению демонстрируют младшие школьники, обучающиеся по образовательной системе Эльконина–Давыдова.
The article presents the results of a study of educational motivation and emotional experiences of junior schoolchildren studying in different didactic systems (N=54). It was revealed what motives are leading among students of the 4th grade and whether there are differences in the emotional attitude to learning between children studying in different educational programs. The research used the following methods: observation of the teacher and students in the classroom, conversation with students, M.V. Matyukhina "Diagnostics of the structure of educational motivation of a schoolchild", Methodology for diagnosing motivation for learning and emotional attitude to learning (A.D. Andreeva). It was revealed that for fourth-graders, regardless of the educational program, one of the leading motives is the motive of self-improvement and self-education. For students according to the Elkonin–Davydov system, educational and cognitive motives are also leading, and for schoolchildren of the traditional system, the motives of duty and responsibility and avoiding trouble. Younger schoolchildren studying according to the Elkonin–Davydov educational system demonstrate a more positive emotional attitude to learning.
Author Voronkova, I.V.
Adaskina, A.A.
Lagutina, E.N.
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SubjectTerms emotional attitude to learning
learning motivation
type of teacher-student interaction
Title Features of Educational Motivation and Emotional Attitude to Learning of 4-grade Students (on the Example of Traditional and Developmental Education)
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