Motivation for schoolchildren's learning, presentation for a psychology lesson on the topic. Presentation on "Motivation and Emotional Attitude to Learning" Deci and Ryan's Self-Determination Theory

Motivation

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Physiology of higher nervous activity. The biological role of motivations and emotions. Homeostasis. Needs. Unconditioned reflexes. Motivation triggers the implementation of an instinctive behavior program. The oldest mechanism. Types of motivations. Emotions are the most important reinforcing factor. Unconditional incentives. Emotions. Need-information approach. Individual typological characteristics of the subject. Functions of emotions. Emotions are closely related to cognitive processes. Physiological study of motivations and emotions. Methods of physiological study of motivation. Experiment scheme. "Reward" areas. - Motivation.ppt

Values ​​of life

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Motivation and self-perception. Personality, values ​​and lifestyles. Contents of the lecture. Demographic analysis. Brand personality is the consumer's interpretation of the characteristics of various brands. Key concepts. Motive is a persistent urge that directs an individual’s behavior to achieve a specific goal. Motivational conflict is the satisfaction of one need at the expense of another. Self-control is the ability to change one's behavior in accordance with social expectations. Personality and behavior theories of personality. Superego - social and personal norms, serves as ethical restrictions on behavior. Ego (I) is a product of the hedonistic demands of the Id and the moral prohibitions of the Superego. - Values ​​of life.ppt

Maslow's pyramid

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Abraham Maslow. Maslow's pyramid. Needs are universal. People have many different needs. Hunger, thirst, sexual desire. Physiological needs. Need for security. The need for belonging and love. Need for recognition. The need for self-actualization. Needs. Needs for (personal) growth. Hierarchy of needs. Pyramid. - Maslow's pyramid.ppt

Theories of motivation

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Introduction to motivation theories. Need. Value. Reward. Motive. Satisfaction or dissatisfaction. Motivation is an internal process that leads to behavior aimed at satisfying a need. Behavior. Theories of motivation. Process theories of motivation. Content theories of motivation. Maslow's pyramid of needs McClelland's theory of needs. Herzberg's two-factor model. What motivates? What influences the motivation process? Content theories. David McClelland's three needs theory. The need for involvement, complicity. The need to dominate. - Theories of motivation.ppt

Motives and needs

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Career guidance lesson. Choice of profession. Chartres Cathedral. Painting. Photo. Notre Dame Cathedral. Lesson. Motives for work. Awareness of motives. Young man. Motivation. Need. Overcoming. Doctors. Ballerina. Definition of motivation. Interpretation of results. The Tale of Tsar Saltan. Life planning. Human needs. High level. Consumption. Passion for power. Jam. Kind of activity. In hot pursuit. Reading circle. Motive. Research results. - Motives and needs.pptx

Human abilities

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Social science. Human abilities. Human capabilities. Evolution. Capabilities? Outstanding achievements of people. Methods of memorization: -visual, -travel, -Algorithms, etc. Is there a limit to people's abilities? forecast (30s of the 20th century): -100 m-10.0 sec, -height-2.25 m Barbell-200kg, world records (2000): -100 m-9.81 sec, -height-2 ,45 m Barbell-280kg, Life expectancy: New era - new abilities. What's stopping you? Telepathy. Telekinesis. Overcoming gravity. Ignition. Inexplicable possibilities. Eastern medicine. Feeling of the field. Remnants of knowledge from ancient civilizations? -

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Student motivation is the main condition for successful learning based on materials from Kamarovskaya E.V. “How to help a schoolchild. We develop memory, perseverance, attention.” prepared by Koval O.A. - educational psychologist of the State Educational Institution Borsky Psychological Center of the Samara Region

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Every parent wants his child to study well and study with interest and desire at school.

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Motif (from Latin) – to set in motion, to push. This is an incentive to activity related to the satisfaction of human needs. Motivation is an impulse that causes activity and determines its direction.

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“Motivation, much more than ability, determines a person’s behavior and actions.” J. Raven “And remember, when you want something, the whole Universe will help make your wish come true. Coelho Paolo “The future belongs to those who believe in the beauty of their dreams!” Eleanor Roosevelt

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High motivation for learning Such children have a cognitive motive, a desire to most successfully fulfill all the school requirements. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades.

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Good school motivation Pupils cope successfully with learning activities. This level of motivation is the average norm.

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Positive attitude towards school The school attracts such children with extracurricular activities. Such children feel well enough at school to communicate with friends and teachers. They like to feel like students. Cognitive motives in such children are less developed, and the educational process is of little interest to them.

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Low school motivation. These children are reluctant to attend school and prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are seriously adapting to school.

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Negative attitude towards school, school maladaptation Such children experience serious difficulties in learning: They cannot cope with educational activities. They experience problems communicating with classmates and in relationships with the teacher. They often perceive school as a hostile environment; being in it is unbearable for them. Students may become aggressive. Refuse to complete tasks. Follow certain rules and regulations. Often such schoolchildren have neuropsychic disorders.

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Memory Center. Emotional memory. Memory of successes and failures. Decision: what should we be afraid of? Fear interferes with the desire to achieve.

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Waiting center. Reward Center. In the expectancy center, neurons evaluate the perceived benefit of an action and release dopamine when the decision is positive. If the expected success actually occurs, a portion of endorphins and opiates is released from the reward center.

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There are others, but less effective. Identified motivation: I study because my grade in mathematics is important for my admission to university. Or: because the ability to count well will be useful to me in the future. External motivation: I study because I want the math teacher to be pleased with me. Or: because my father is a chief accountant and they expect me to also achieve success in mathematics.

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Lack of love hinders the development of a child. The influence of a poor psychological climate at school Parental fear prevents children from becoming independent Excessive loads take away energy Excessive demands do not allow children to fully study Those who consider themselves stupid will be so When there is no interest in a subject, there is no desire to learn An overabundance of media information harms the child Dangers to the brain in child's puberty

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The world around us is full of love. The emotional climate in the family is important. Joint leisure, joint meals. Authoritative parenting (the right combination of love and control: boundaries, support, free space for independence). You cannot deprive someone of love or punish them for bad grades. They don't study for grades. Analyze errors. Personal example and reaction of complicity. Installation: Errors are normal.

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Free space within reasonable limits. Motivated children are independent children. A clear daily routine - make adjustments to the routine by agreeing. Do not suggest the answer to a learning task. Only to point to the right path of decision, to incline to reflection. Attitude: “I know you can do everything on your own” High demands, but corresponding to capabilities Avoid underestimation. Overvalued.

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Motivation for schoolchildren's learning

Every parent wants his child to study well and study with interest and desire at school.

"I DO NOT WANT TO STUDY!!!"

Motivation can be defined as a set of psychological reasons that explain human behavior, its beginning, direction and activity. Motivation explains the purposefulness of action, organization and sustainability of activities aimed at achieving a specific goal. The motive of learning is the student’s focus on certain aspects of educational work. Motivation for learning is manifested in the goals that the student pursues in educational activities.

Motivation levels

Such children have a cognitive motive, a desire to most successfully fulfill all the school requirements. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades. High motivation

Average motivation The school attracts such children with extracurricular activities. Such children feel quite well at school. They like to feel like students. Cognitive motives in such children are less developed, and the educational process is of little interest to them. Pupils cope successfully with educational activities.

These children are reluctant to attend school. They prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. Low motivation

They cannot cope with educational activities. They experience problems communicating with classmates and in relationships with the teacher. They often perceive school as a hostile environment; being in it is unbearable for them. Students may become aggressive. Refuse to complete tasks. Follow certain rules and regulations. Often such schoolchildren have neuropsychic disorders.

Methodology M.R. Ginsburg, presented in his book “Study of Learning Motivation.”

Level of learning motivation of 2nd grade students

I - a very high level of motivation with a pronounced personal meaning, a predominance of cognitive and internal motives, and the desire for success; II - high level of educational motivation; III - normal (average) level of motivation; IV - reduced level of educational motivation; V - low level of motivation with a pronounced lack of personal meaning in the student.

Motivation level for 6th grade learning

Level of learning motivation of 7th grade students

Level of learning motivation of 8th grade students

Level of learning motivation of 11th grade students

What reduces a child's motivation?

Lack of love hinders the development of a child. The influence of a poor psychological climate at school. Parental fear prevents children from becoming independent. Excessive exercise takes away energy. Excessive demands prevent children from fully studying. When there is no interest in a subject, there is no desire to learn.

How to increase a student’s internal motivation?

The world around us is full of love. The emotional climate in the family is important. Joint leisure, joint meals. Authoritative parenting (the right combination of love and control: boundaries, support, free space for independence). You cannot deprive someone of love or punish them for bad grades. They don't study for grades. Analyze errors. Personal example and reaction of complicity. Installation: Errors are normal.

Free space within reasonable limits. Motivated children are independent children. A clear daily routine - make adjustments to the routine by agreeing. Do not suggest the answer to a learning task. Only to point to the right path of decision, to incline to reflection. Attitude: “I know you can do everything on your own.” High demands, but consistent with capabilities. Avoid underestimation. Overvalued.

Belief in one's own abilities It is necessary to help the child develop faith in one's own abilities.

Emotional Development 1. Express feelings clearly. For example: “I’m angry with you because...”. 2. Pay attention to what worries the child. 3. Talk about feelings. 4. React intelligently. 5. Influence your child's feelings. 6. Clarify unclear feelings. 7. Observe your own feelings. 8. Help your child overcome negative feelings. 9. Teach your child to manage his feelings.

Endurance Understanding that success does not come immediately. It takes work and patience.

Fair remuneration Praise for specific actions and successes. Praise for effort. It’s better to celebrate not the result, but the effort spent. It is important to show that the reward is your recognition for the child’s efforts. What works effectively for motivation is not material gifts, but pleasant events. The reward must correspond to the achievement.

Fair criticism Express your complaints reasonably (“I don’t like… because…”). Express your complaints in a neutral tone. When making a comment, point out the “pluses” (“The formula you applied is correct, but you need to check the result again.” Find out the reasons, ask questions (“I think you started preparing for the test too late, could this be the case? » Attitude: It's not a lack of ability, but a lack of effort.

Thank you for your attention!

1. Learning for the sake of learning, without pleasure from the activity or without interest in the subject being taught. 2. Learning without personal interests and benefits. 3. Training for social identity. 4. Learning for success or fear of failure. G. Rosenfeld 5. Training under duress or pressure. 6. Learning based on concepts and moral obligations or on generally accepted norms. 7. Learning to achieve goals in everyday life. 8. Education based on social goals, requirements and values.

There are many research works related to identifying the components of the motivational structure in the field of learning, with the classification of learning motives. And there are practically no studies on how these motives relate to motive blocks and stages of the motivational process, taking into account the age and gender of students, family situation, social origin, etc.

Such motivation does not lead to successful results 1. Motivation, which can conventionally be called negative. This refers to the student’s motivations caused by the awareness of certain inconveniences and troubles that may arise if he does not study (reproaches from parents, teachers, classmates, etc.).

2.Motivation, which is positive in nature, but also associated with motives embedded outside the educational activity itself. This motivation comes in two forms: 2 a. Such motivation is determined by social aspirations that are significant for the individual (a sense of civic duty to the country, to loved ones). This is the most valuable motivation. 2 b. This form of motivation is determined by narrow personal motives: the approval of others, the path to personal well-being, etc. Types of motivation for learning activities related to learning results However, if during the learning process this attitude is not supported by other motivating factors, then it will not provide the maximum effect, since it is not the activity as such that is attractive, but only what is associated with it.

3. Motivation underlying the learning activity itself, for example, motivation related directly to the learning goals. Motives for this category: satisfying curiosity, acquiring certain knowledge, broadening one’s horizons. Motivation can be embedded in the process of educational activity itself (overcoming obstacles, intellectual activity, realizing one’s abilities, etc.). Types of motivation for learning activities related to learning outcomes

Manifestations of these motives in the educational process: actual successful completion of educational tasks; positive reaction to the teacher increasing the difficulty of the task; contacting the teacher for additional information, readiness to accept it; positive attitude towards optional tasks; addressing educational tasks in a free, optional environment, for example during recess. Broad cognitive motives consist of students’ orientation towards mastering new knowledge.

Broad cognitive motives vary across levels. This could be: a) interest in new entertaining facts and phenomena, or b) interest in the essential properties of phenomena, in the first deductive conclusions, or c) interest in patterns in educational material, theoretical principles, key ideas, etc.

Educational and cognitive motives consist of schoolchildren’s orientation towards mastering methods of acquiring knowledge. Their manifestations in the lesson: the student’s independent appeal to finding ways to work, solutions, and comparing them; returning to the analysis of how to solve a problem after obtaining the correct result; interest in the transition to a new action, to the introduction of a new concept; interest in analyzing your own mistakes; self-control during work as a condition for attention and concentration;

The motives for self-education consist in the focus of schoolchildren on independently improving the methods of acquiring knowledge. Their manifestations in the lesson: turning to the teacher and other adults with questions about ways to rationally organize educational work and methods of self-education, participating in the discussion of these methods; all real actions of schoolchildren to carry out self-education (reading additional literature, attending clubs, drawing up a self-education plan, etc.).

Manifestations of these motives in the educational process: actions that indicate the student’s understanding of the general significance of learning, the willingness to sacrifice personal interests for the sake of public ones. Broad social motives consist of the desire to acquire knowledge based on an awareness of social necessity, obligation, responsibility in order to be useful to society, family, and prepare for adult life.

Narrow social, so-called positional motives consist of the desire to take a certain position, a place in relations with others, to gain their approval, to earn authority from them. Manifestations: desire for interaction and contacts with peers; initiative and selflessness in helping a friend; accepting and making proposals for participation in collective work. A variety of such motives is considered to be the motivation of well-being, which manifests itself in the desire to receive only approval from teachers, parents and friends.

The motives for social cooperation consist in the desire to communicate and interact with other people, the desire to understand, analyze the methods and forms of one’s cooperation and relationships with the teacher and classmates, and improve them. Manifestations: desire to understand methods of collective work and improve them, interest in discussing different methods of frontal and group work in the classroom; the desire to find the most optimal options, interest in switching from individual work to collective work and vice versa.

A.K. Markova describes two groups of psychological characteristics of cognitive and social motives. 1. Content motivational characteristics are directly related to the content of educational activities carried out by the student. 2. Dynamic characteristics characterize the form and dynamics of expression of these motives. A. K. Markova

The substantive characteristics of motives are the following: 1) the presence of personal meaning of learning for the student; 2) the presence of the effectiveness of the motive, i.e. its real influence on the course of educational activities and the child’s overall behavior; 3) the place of the motive in the general structure of motivation; 4) independence of the emergence and manifestation of the motive; 5) level of awareness of the motive; 6) the extent to which the motive extends to different types of activities, types of educational subjects, and forms of educational tasks.

Dynamic characteristics of motives: 1. Stability of motives. It also manifests itself in the fact that the student learns willingly even in spite of unfavorable external stimuli, interference, and in the fact that the student cannot help but learn. 2. Modality of motives - their emotional coloring. Psychologists talk about negative and positive motivation for learning. 3. Other forms of manifestation of motives are also expressed in the strength of the motive, its severity, speed of occurrence, etc. They are found in, for example, how long a schoolchild can sit at work, how many tasks he can complete, driven by a given motive, etc.

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Motivation is an internal psychological characteristic of a person, which finds expression in external manifestations, in a person’s attitude to the world around him, and various types of activities. *

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Activity without a motive or with a weak motive is either not carried out at all or turns out to be extremely unstable. The amount of effort he puts into his studies depends on how a student feels in a certain situation. Therefore, it is important that the entire learning process evokes in the child an intense and internal motivation for knowledge and intense mental work. *

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Educational activity is an activity that turns the child on himself, requires reflection, an assessment of “what I was” and “what I have become.” *

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MOTIVES educational-cognitive social positional to be useful to society desire to fulfill one's duty understanding of the need to learn a sense of responsibility mastering new knowledge interest in methods of independent acquisition of knowledge independent improvement of methods of acquiring knowledge rational organization of one's own educational work a certain position in relations with others to influence other students, to dominate in a team self-affirmation to earn authority *

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Educational and cognitive motives are directly embedded in the educational activity itself and are associated with the content and process of learning, with mastery, first of all, of the method of activity. They are found in cognitive interests, the desire to overcome difficulties in the process of cognition, and to demonstrate intellectual activity. The development of motives of this group depends on the level of cognitive need with which the child comes to school, and on the level of content and organization of the educational process. *

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Broad social motives of younger schoolchildren look like motives for self-improvement (to be cultured, developed) and self-determination (after school to continue studying or working, choosing a profession). The fact that the child is aware of the social significance of learning creates personal readiness for school and positive expectations for it as a result of social attitudes. These motives appear as understood and are associated with distant, deferred goals. They are accompanied by motives of duty and responsibility, which at first are not realized by children, but actually act in the form of conscientious fulfillment of the teacher’s tasks, the desire to meet all his requirements. However, these motives are not inherent in all children, which is associated with 1) an inaccurate understanding of responsibility and irresponsibility at this age and 2) an uncritical attitude towards oneself and often inflated self-esteem. *

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Narrow motives (positional) appear in the form of the desire to get a good grade at any cost, to earn the praise of a teacher or the approval of parents, to avoid punishment, to receive a reward (motives of well-being) or in the form of a desire to stand out among peers, to occupy a certain position in the class (prestigious motives). *

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MOTIVES internal external independent cognitive work when providing assistance to adults Interest in the process of activity interest in the result of the activity the desire for self-development the development of any of one's qualities and abilities is carried out out of duty in order to achieve a certain position among peers due to pressure from relatives, teachers *