A STUDY ON STUDENTS’ MOTIVATION FOR SELF-EDUCATION

Abstract

The article highlighted the importance of the problem of students’ motivation for self-education in Ukraine. The authors recommend adhering to the approach to the study of motivational activity, which distinguishes between three aspects of cognitive motivation: intrinsic motivation (IM), extrinsic positive motivation (EPM) and extrinsic negative motivation (ENM). It has been observed that the following ratio between the three types of motivation is most favourable for high performance: IM>EPM>ENM. The special questionnaire was developed to study the motives of secondary school and college students for self-education. It has been discovered that pupils and students studying in specialized educational institutions have a higher level of interest in self-education than students of regular schools. It can be explained by the professional orientation of the educational activities that pupils and students are engaged in at the above-mentioned institutions. The authors of the study found that students have limited internal cognitive motivation, which can be explained by the loss of interest in the learning process in general by a significant number of young people, as well as by the lack of teachers’ and lecturers’ targeted activities to form the motivational sphere of students’ self education. The questionnaire survey, conducted among students, revealed that when implementing self-directed study through computer-based activity, the most favourable for effective performance is the ratio between three types of motivation: IM>EPM>ENM. The article suggests using information and communication technologies as a motivating factor for the study of diverse academic subjects.