FIRST-YEAR UNIVERSITY STUDENTS’ EDUCATIONAL/COGNITIVE MOTIVES FOR STUDYING IN RIGA AND SMOLENSK SAMPLES
DOI:
https://doi.org/10.17770/sie2022vol1.6834Keywords:
first-year university students, group of Educational/cognitive motives, learning motivation, psychological atmosphere in student groupAbstract
For a successful pedagogical process, university teachers need to know the learning motivation of students, monitor it, and take into account its peculiarities while developing learning materials and choosing educational strategies. Especially great attention should be paid to the motivation of first-year students, as in the first months of studies freshmen face increasing difficulties sometimes negatively affecting their motivation. The paper presents some results of an international study of students’ motivation and focuses on one group of learning motives of first-year students, namely, on their Educational/cognitive motives. The aim of the study is to analyse and compare the Educational/cognitive motives of the first-year students at the universities of Riga and Smolensk, as well as to study the interrelationship between this kind of learning motives and the psychological atmosphere in the student group. In the survey carried out in December 2019, 129 students from EKA University of Applied Sciences (Riga, Latvia) and Smolensk State University (Russia) participated. The technique of diagnostics of learning motivation by 7 content scales was used for data collection. For studying the psychological atmosphere in the student group, the technique of 10 bipolar scales was chosen. Table method, descriptive statistics, analysis of statistical indicators, method of comparison, correlation analysis were used in the data processing. The data analysis shows that a few months after the start of studying, the learning motivation of the first-year students is at an average level. However, for successful training, it could and should be improved. In the Latvian sample, indicators for both the general learning motivation and Educational/cognitive motivation are slightly higher than in the Russian one. The correlation analysis reveals statistically significant correlations between the psychological atmosphere and motivation of students. The results of the study are useful for further investigation of students’ motivation and search of the ways to increase it.
Downloads
References
Badmayeva N.T. (2004). Vliyanie motivacionnogo faktora na razvitie umstvennyx sposobnoste. UlanUde: VSGTU. Retrieved from http://vallos-alien.narod.ru/Creator/Bibl/Mtdusc10.pdf
Bashina, O., & Spirin, A. (2018). Obshhaja teorija statistiki: Statisticheskaja metodologija v izuchenii kommercheskoj dejatel'nosti (5th ed.). Moskva: Finansy i statistika.
Boekaerts, M. (2010). The Crucial role of motivation and emotion in classroom learning. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: using research to inspire practice (91-111). Paris: OECD Centre for Educational Research and Innovation. DOI: https://doi.org/10.1787/9789264086487-6-en
Chaikovska, O., & Onufriieva, L. (2019). Influence of interpersonal relations on the social and psychological atmosphere at a student group. Psychological Journal, 5(5), 45-61. DOI: https://doi.org/10.31108/1.2019.5.5.4
Cofer, C.N., & Appley, M. H. (1964). Motivation: Theory and research. New York: John Wiley.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing.
Dişlen-Dağgöl, G. (2019). Learning climate and self-efficacy beliefs of high school students in an EFL setting. Novitas-Royal: Research on Youth and Language, 13(1), 19-35. Retrieved from https://files.eric.ed.gov/fulltext/EJ1214195.pdf
Ferreira, M., Cardoso, A.P., & Abrantes, J.L. (2011). Motivation and relationship of the student with the school as factors involved in the perceived learning. Procedia: Social and Behavioral Studies, 29, 1707-1714.
DOI: https://doi.org/10.1016/j.sbspro.2011.11.416
Fetiskin, N.P., Kozlov, V.V., & Manujlov, G.M. (2002). Metodika ocenki psihologicheskoj atmosfery v kollektive (po A.F. Fidleru). In Fetiskin, N.P., Kozlov, V.V., & Manujlov, G.M. Social'no-psihologicheskaja diagnostika razvitija lichnosti i malyh grupp (190-191). Moskva: Publishing House of the Institute of Psychotherapy. Retrieved from https://docplayer.com/355815-N-p-fetiskin-v-v-kozlov-g-m-manuylov-socialno-psihologicheskaya-diagnostika-razvitiya-lichnosti-i-malyh-grupp-uchebnoe-posobie.html
Howey, S.C. (2008), Factors in student motivation. Retrieved from https://nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Motivation.aspx (Academic Advising Resources of the National Academic Advising Association)
Il’in, E. P. (2002). Motivacija i motivy. Sankt-Peterburg: Piter. Retrieved from https://www.academia.edu/43052624/%D0%95_%D0%9F_%D0%98%D0%BB%D1%8C%D0%B8%D0%BD_%D0%9C%D0%BE%D1%82%D0%B8%D0%B2%D0%B0%D1%86%D0%B8%D1%8F_%D0%B8_%D0%BC%D0%BE%D1%82%D0%B8%D0%B2%D1%8B
Jermolajeva, J., Silchenkova, S., & Turusheva, L. (2020). Last year university students’ motives for learning and the ways to increase their motivation. In V. Lubkina (Ed.), Proceedings of 14th international scientific conference Society, Integration, Education (I), 266-275. DOI: https://doi.org/10.17770/sie2020vol1.4863
Jermolajeva, J., Silchenkova, S., & Turusheva, L. (2021). Peculiarities of the first year university students’ motivation for learning in samples of Riga and Smolensk. In V. Dislere (Ed.), The proceedings of 14th international scientific conference Rural Environment. Education. Personality (83-90). DOI: https://doi.org/10.22616/REEP.2021.14.009
Jermolajeva, J., Silchenkova, S., & Turusheva, L. (2021a). Study of University Students’ Learning Motivation for Improving the Educational Process Efficiency (in Riga and Smolensk Samples). Cultural Management: Science and Education, 5 (2), 111-126. DOI: https://doi.org/10.30819/cmse.5-2.08
Kelly, D.K. (1988). Motivating the underprepared unmotivated community college student. Fullerton: Fullerton College. Retrieved from
https://files.eric.ed.gov/fulltext/ED299009.pdf
Korb, K.A. (2014). Motivation in education: Beyond salary, benefits, and welfare. Journal of Educational Foundations, 4, 1-8. Retrieved from
http://www.korbedpsych.com/LinkedFiles/Motivation_Education.pdf
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50 (3), 301-346. DOI: https://doi.org/10.1017/S0261444817000088
McClelland, D.C. (2015). The achievement motive (Facsimile of 1953 ed.). Eastford: Martino Fine Books.
Ofoghi, N., Sadeghi,A., & Babaei, M. (2016). Impact of class atmosphere on the quality of learning. Psychology, 7, 1645-1657. DOI: https://doi.org/10.4236/psych.2016.713156
Peklaj, C., & Levpušček, M.P. (2006) Students’ motivation and academic success in relation to the quality of individual and collaborative work during a course in educational psychology. In Proceedings of the 31st Annual ATEE Conference (147-161), Portorož: National School for Leadership in Education. Retrieved from http://www.pef.uni-lj.si/atee/978-961-6637-06-0/147-161.pdf
Richard, R. (Ed.), (2019). The Oxford handbook of human motivation (2nd ed.). Oxford: Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780190666453.001.0001
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, January 2000, 68-78. Retrieved from
https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
Safronova, V., & Klyukina, E. (2019). Some aspects of motivating tertiary students in learning oriental and european languages. In V. Dislere (Ed.), The proceedings of 12th international scientific conference Rural Environment. Education. Personality (158-164). DOI: https://doi.org/10.22616/REEP.2019.020
