Empirical Research of the Self-education Motivation of Students
DOI:
https://doi.org/10.32626/2227-6246.2021-53.306-329Keywords:
self-education, self-education motivation, motivation for achieving success, motivation of learning, self-education ability, self-actualizationAbstract
The aim of the article is to present results of an empirical research of self-education motivation of students.
The following methods are used: empirical: «Method for studying the motivation for success and avoidance of failure» by A.О. Rean, «Method for studying the motivation of higher education» by T.I. Iliina, «Test for assessing the ability to self-development and self-education» by V.I. Andreev, «Personal Orientation Inventory» by E. Shostrom; mathematical and statistical methods of data processing.
The results of the research. The data of studying the components of self-education motivation (motivation for achieving success, motivation of learning, the ability to self-education and self-actualization) have been presented. Diagnostics of the motivation for success and avoidance of failure has shown that in the group of the first and third year undergraduate students, motivation for success prevails, but it is not marked, and in the 1–2nd year of magistracy, most students have a stable motivation for success. An empirical study of the motivation of educational activity has shown that the motive «Acquisition of knowledge» is the leading motive for students, and the motives «Mastering a profession» and «Getting a diploma» are almost at the same level. This demonstrates that students show curiosity, interest in acquiring knowledge, but still formally assimilate them. It has been found that the motivation for self-education of students grows during the course of study – from the level below average (at the 1st year of the higher education level «Bachelor») to above the average (at the 1st year of the higher education level «Master»). Diagnostics of the degree of self-actualization has shown that students of the first and third years of the baccalaureate have an average degree of self-actualization, and the first year of the magistracy – a high one, which indicates the desire to develop personal capabilities.
Conclusions. Results of the empirical research and correlation analysis of components of the self-education motivation have confirmed the research hypothesis in that part that the self-education motivation of students increases during the course of education; it has been stated the ability for self-education leads to the desire to achieve success and depends on self-actualization.
References
Andreiev, V.I. (2015). Pedagogicheskaia evristika dlia tvorcheskogo samorazvitiia mnogomernogo myshleniia i mudrosti [Pedagogical heuristics for creative self-development of multidimensional thinking and wisdom]. Kazan : Tsentr innovatsionnykh tekhnologii. Retrieved from https://logos-press.ru/docs/evristika.pdf [in Russian].
Babanskii, Yu.K. (1977). Optimizatsiia protsessa obucheniia (Obshchedidakticheskii aspekt) [Optimization of the learning process (General didactic aspect)]. Moskva : Pedagogika [in Russian].
Horban, Yu.I. (2020). Samoosvita ta samorozvytok studenta v dynamitsi tsyvilizatsiinykh protsesiv [Student self-education and self-development in the dynamics of civilization processes]. Visnyk Natsionalnoi akademii kerivnykh kadriv kultury i mystetstv – Bulletin of the National Academy of Management of Culture and Arts, 2, 314–316. Retrieved from https://doi.org/10.32461/2226-3209.2.2020.220614 [in Ukrainian].
Dolynska, L.V., Naumova, Yu. M., & Shevchenko, N.F. (2020). Psykholinhvistychni osoblyvosti zasvoiennia studentamy vizualno-semantychnoho obrazu iyerohlifa pry vyvchenni yaponskoi movy [Psycholinguistic Features of Students’ Acquisition of Visual-Semantic Image of a Hieroglyph in Studying Japanese]. Psycholinguistics. Psykholinhvistyka. Psikholingvistika – Psycholinguistics. Psycholinguistics. Psycholinguistics, 27 (1), 30–51. DOI 10.31470/2309-1797-2020-27-1-30-51 [in Ukrainian].
Zabbarova, M.M. (2014). Informatsionnyie tekhnologii kak faktor samoobrazovaniia budushchego uchitelia muzyki [Information technologies as a factor of self-education of the future music teacher]. Candidate’s thesis. Moskva [in Russian].
Iliin, Ye.P. (2008). Motivatsiia i motivy [Motivation and motives]. Sankt-Peterburg : Piter [in Russian].
Ivashkevych, E., & Onufriіeva, L. (2021). Rozvytok avtonomii studenta zasobamy formuvannia yoho sotsialnoho intelektu [Development of student’s autonomy by means of forming his or her social intelligence]. Zbirnyk naukovykh prats «Problemy suchasnoi psykholohii» – Collection of research papers «Problems of Modern Psychology», 51, 9–32. Retrieved from https://doi.org/10.32626/2227-6246.2021-51.9-32 [in Ukrainian].
Onufriieva, L.A., Didyk, N.M., & Chekanska, O.A. (2019). Psykholohichni osoblyvosti vykorystannia studentamy internet-prostoru [Psychological characteristics of using Internet by students]. Informatsiini tekhnolohii i zasoby navchannia – Information Technologies and Learning Tools, 74 (6), 250–265. Retrieved from https://doi.org/10.33407/itlt.v74i6.2568 [in Ukrainian].
Pidkasistyi, P.I. (1980). Samostoiatelnaia poznavatelnaia deiatelnost shkolnikov v obuchenii: teoretiko-eksperimentalnyie issledovaniia [Independent cognitive activity of schoolchildren in teaching: theoretical and experimental research]. Moskva : Pedagogika [in Russian].
Rean, A.A. (2008). Psikhologiia i psikhodiagnostika lichnosti [Psychology and psychodiagnostics of personality]. Sankt-Peterburg : Praim- Yevroznak [in Russian].
Svetlova, V.A. (2015). Formirovaniie gotovnosti budushchikh pedagogov k samoobrazovaniiu sredstvami interaktivnykh tekhnologii [Formation of the readiness of future teachers for self-education by means of interactive technologies]. Candidate’s thesis. Yoshkar-Ola [in Russian].
Serheienko, O.S. (2019). Samoosvitnia diialnist studentiv mystetsko-pedahohichnykh spetsialnostei [Self-educational activity of students of art and pedagogical specialities]. Kyiv : Lira-K [in Ukrainian].
Smoliuk, A.I. (2017). Komponentna struktura profesiinoho samorozvytku maybutnikh uchyteliv pochatkovoi shkoly [Component structure of professional self-development of future primary school teachers]. Naukovyi visnyk Mykolaivskoho natsionalnoho universytetu imeni V.O. Sukhomlynskoho – Scientific Bulletin of Mykolaiv National University named after V.O. Sukhomlynskyi, 2, 432–435. Retrieved from http://nbuv.gov.ua/UJRN/Nvmdup_2017_2_79 [in Ukrainian].
Berry, A., & Kitchen, J. (2020). The Role of Self-study in Times of Radical Change. Studying Teacher Education, 16, 123–126. Retrieved from https://doi.org/10.1080/17425964.2020.1777763 .
Geng, S., Law, K.M.Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16, 17. Retrieved from https://doi.org/10.1186/s41239-019-0147-0 .
Hill, М., Peters, М., Salvaggio, М., Vinnedge, J., & Darden, A. (2020). Implementation and evaluation of a self-directed learning activity for first-year medical students. Medical Education Online, 25, 1. DOI 10.1080/10872981.2020.1717780.
Kazarenkov, V.I., & Kazarenkova, T.B. (2015). Self-education of students in the context of lifelong learning. Obrazovaniie cherez vsiu zhizn: nepreryvnoie obrazovaniie v interesakh ustoichivogo razvitiia – Lifelong learning: continuing education for sustainable development, 1 (13), 284–286. Retrieved from https://cyberleninka.ru/article/n/ self-education-of-students-in-the-context-of-lifelong-learning.
Maksymenko, N., Bei, I., Khimchuk, L., & Vovchok, Y. (2020). Formation of Communicative Culture of Students by Means of Project Teaching in Higher Educational Establishments. Journal of History Culture and Art Research, 9 (3), 267–276. Retrieved from https://doi.org/10.7596/taksad.v9i3.2719 .
Sagitova, R. (2014). Students’ Self-education: Learning to Learn Across the Lifespan. Procedia – Social and Behavioral Sciences (ERPA International Congress on Education, ERPA Congress 2014, 6–8 June 2014, Istanbul, Turkey), 152, 272–277. Retrieved from https://doi.org/10.1016/j.sbspro.2014.09.194 .
Stroianovska, O., Dolynska, L., Shevchenko, N., Andriiashyna, N., Melnyk, I., & Tsybuliak, N. (2020). The Influence of the Professional Orientation of Students of Different Gender on their Ideas of Happiness. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11 (4), 51–71. Retrieved from https://doi.org/10.18662/brain/11.4/141 .
Stroianovska, O., Dolynska, L., Shevchenko, N., Yermakova, S., Matiash-Zaiats, L., & Kriukova, O. (2021). Features of Students’ Ideas about Life Success. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12 (1), 136–153. Retrieved from https://doi.org/10.18662/brain/12.1/175 .
Tekkoll, I.A., & Demirel, M. (2018). An Investigation of Self-Directed Learning Skills of Undergraduate Students. Front. Psychol., 23. Retrieved from https://doi.org/10.3389/fpsyg.2018.02324 .
Tullis, J.G., & Benjamin, A.S. (2011). On the effectiveness of self-paced learning. Journal of memory and language, 64 (2), 109–118. Retrieved from https://doi.org/10.1016/j.jml.2010.11.002 .
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Shevchenko Nataliia
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright
The Editorial Board has the full right to publish original scientific papers containing results of theoretical and experimental research works which are not currently subject to review for publication in other scientific editions. The Author shall transfer to the editorial board of the Collection the right to spread the electronic version of the paper, as well as the electronic version of the paper translated into English (for papers originally submitted in Ukrainian and Russian) by all kinds of electronic means (placement at the official website of the Collection, electronic databases, repositories etc).
The Author of an article reserves the right to use materials of the paper, without approval with the editorial board and the founders of this Collection: a) partially or fully, for educational purposes; b) for writing own dissertation papers; c) for preparation of abstracts, conference reports and presentations.
The Author of an article can place electronic copies of the paper (including the final electronic version downloaded from the official website of the Collection) at:
- personal web resources of all Authors (websites, webpages, blogs etc.);
- web resources of the institutions where the Authors are employed (including electronic institutional repositories);
- non-profit public access web resources (for example, arXiv.org).
But in all cases, it is obligatory to have a bibliographic reference to the paper, or a hyperlink to its electronic copy placed at the official website of this Collection.
