The concept of the motives of teaching classification. Types of motives and motivation of educational activity. A) informing about mandatory results

Emotions and evaluation

As early as the beginning of the 19th century. W. von Humboldt noted that language as a human activity is permeated with feelings. At present, linguistics has again turned to his teaching, which called for the study of language in close connection with man. In the light of this concept, linguistic comprehension of systemic emotive means is also quite feasible.

At all times people have experienced, are experiencing and will continue to experience the same feelings: joy, grief, love, sadness. A huge emotional experience has been accumulated. In this regard, psychologists talk about the universality of emotions, the very list of which reflects the universal experience of understanding human mental activity: “Some individual emotions are universal, general cultural phenomena. Both coding and decoding of a number of emotional expressions are the same for people all over the world, regardless of their culture, language or educational level."

Language is not a mirror reflection of the world, therefore, obviously, the world of emotions and the set of language tools that display them cannot completely coincide.

Thus, given the presence of a group of leading universal emotions in the emotional experience of mankind, we can assume the existence of universal emotive meanings in lexical semantics, which is due to the semantics of reflection, since the experience of mankind in the cognition of emotions, like any other fragment of the world, is fixed in linguistic units. Linguistic literature uses various designations for these universal emotions: dominant emotions, key emotions, emotional tone, leading or basic emotions, etc. At the same time, psychologists note that the vocabulary of emotions in different languages ​​is far from the same, although there is not a single experience that would be available to one nationality and not available to another, i.e. emotions themselves are universal, and the typological structure of emotional vocabulary does not coincide in different languages, it has national specifics, since their reflection in each language is original.

Emotive vocabulary is traditionally studied taking into account such categories as evaluativeness, expressiveness, figurativeness, and its connections with evaluation turn out to be especially close. The conjugation of emotions and assessments do not lose their relevance.

So, the emotionality and evaluativeness of the category are, of course, interconnected, but there are different points of view on the nature of their relationship.

According to the first point of view, appraisal and emotionality are an indissoluble unity. So, for example, N. A. Lukyanova believes: "Evaluation, presented as the correlation of a word with an assessment, and emotionality associated with emotions, feelings, do not constitute two different components of meaning, they are one". V. I. Shakhovsky adheres to the same opinion. Wolf, on the contrary, separates the components "emotionality" and "evaluation", considering them as part and whole.

One more position: appraisal and emotivity components, although presupposing each other, are different. The difference between these components confirms the fact that individual subclasses of emotional phenomena do not have the evaluation function to the same extent. According to the supporters of this position, evaluativeness is not equally characteristic of emotional vocabulary. So, for a long time, the vocabulary of emotions such as "love", "sadness" was not considered in the evaluation parameter, but in recent years the nature of evaluation and similar words has been studied. As a result, types of evaluative words were distinguished: general evaluative vocabulary such as "like / dislike, approval / disapproval"; often evaluative words or interpreting the "emotive aspect" of the evaluation of the word, such as "love", "contempt". The second contain, along with the evaluative modality, the designation of emotion.

Thanks to the fundamental research of Wolf, Kubryakova, Telia, today we have a fairly complete picture of the system of evaluative values, including the structure of evaluation of emotive vocabulary.

Although the position that emotive vocabulary includes an evaluative component in its meaning, and that the evaluative structure of different classes of emotive vocabulary is not the same, can be considered generally accepted, but evaluative words should be chosen as the central criterion when choosing the material of emotional vocabulary, as suggested by N.V. Gridin, it seems to us inappropriate, since the functional nature of the assessment is different. This is manifested in the discrepancy between the typology of assessments in the works of various authors.

In a similar way, emotionality and expressiveness are distinguished. English lexicographers (for example, Hornby or Fowler), however, do not distinguish between these concepts. Many believe that expressiveness is always achieved at the expense of emotionality. Such an extended understanding is refuted by concrete material. Having an emotional connotation almost always entails expressiveness, but the converse is not true.

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Speaking about the performance-evaluating role of emotions, B. I. Dodonov notes that psychologists understand this role too narrowly, because traditionally emotions are considered not as a process, but as an end product - “affective unrest” and the “bodily” (physiological) accompanying them changes. These are already made “assessments-sentences”. In this regard, Dodonov writes: “When discussing the mechanism of the emergence of emotions, most physiologists, as a rule, define emotion in terms of the effect produced by comparison, unjustifiably taking the comparison itself out of the brackets of the emotional process” (1978, p. 30). In reality, the scientist believes, emotions are also a process that is nothing more than the activity of evaluating information about the external and internal world that enters the brain, which sensation and perception encode in the form of its subjective images. Therefore, Dodonov speaks of emotional activity, which consists in the fact that the reality reflected by the brain is compared with the permanent or temporary vitality of opganism and personality imprinted in it.

Rape to the function of emotions in controlling behavior and activity According to this author, emotions in their comparisons often rely on the products of their previous functioning, which are emotional generalizations as a result of previously experienced emotions. “Among children and the so-called ‘primitive peoples’,” writes Dodonov, “these generalizations are still poorly distinguished from concepts and are often confused with them. When a little boy, seeing a drunk, runs with fright to his mother, shouting to her: “Beep!” (bull), then he uses just such a generalization” (Ibid., p. 32). Emotions, according to Dodonov, reflect the conformity or inconsistency of reality with our needs, attitudes, and forecasts.

This formulation of the question is legitimate, but the proposed solution is debatable. It is obvious that the process of conscious comparison of what is obtained with what should be can proceed in a person without the participation of emotions. They are not needed as a matching mechanism. Another thing is the assessment of what happened. It can indeed be not only rational, but also emotional, if the result of the activity or the expected situation is deeply significant for the subject. However, one should not forget that an emotion is a reaction to some event, and any reaction is a response after the fact, that is, to something that already affects or has already passed, has ended, including the completed comparison of information . Of course, emotional evaluation can be connected to the process of rational (verbal-logical) comparison of information, coloring one or another paradigm in positive or negative tones and thereby giving them more or less weight, but can this be taken for emotional comparison, understood by Dodonov as emotional cognitive activity?

In general, having made assessment the main characteristic of emotions (according to the author, for the sake of this, emotions arose in the process of evolution), Dodonov, on this basis, enrolls in emotional experience and desire as an assessment of the degree to which an object meets our needs.

He sees the purpose of these assessments in the presentation in the psyche of the motive of activity. From my point of view, although there is an emotional component in desire, it is unlawful to reduce desire only to it, if only because the concept of “desire” can denote not only a need, but also the entire motive as a complex motivational formation (see about this: Ilyin, 20006). By the way, Dodonov himself writes that although emotional phenomena are “undoubtedly included in the motivation of our behavior, they are not motives in themselves, just as they do not single-handedly determine the decision to deploy this or that activity” (1978, p. 46).

The evaluative role of emotional response, along with the development of the nervous system and the psyche of living beings, changed and improved. If at the first stages it was limited to telling the body about pleasant or unpleasant, then the next stage of development was, obviously, signaling about useful and harmful, and then - about harmless and dangerous, and, finally, more widely - about significant and insignificant. If the first and partly the second stage could be provided only by such an emotional response mechanism as the emotional tone of sensations, then the third stage required another mechanism - emotions, and the fourth - feelings (emotional attitudes). In addition, if the emotional tone of sensations is capable of giving only a rough differentiation of stimuli and sensations associated with them (pleasant - unpleasant), then emotion provides a more subtle, and most importantly -

psychological differentiation of situations, events, phenomena, showing their significance for the organism and the person as a person. The circumstance that emotion arises as a conditioned reflex, and thus enables the animal and man to respond in advance to distant stimuli, to the developing situation, turned out to be of no small importance. Rage already at the sight of the enemy, from afar, at the sounds, smell of the enemy allows the animal to engage in a fight with the enemy with the maximum use of all power resources, and fear - to flee.

However, for this, emotions must have one more function: to force the body to urgently mobilize its capabilities, energy, which the emotional tone of sensations cannot do.

As early as the beginning of the 19th century. W. von Humboldt noted that language as a human activity is permeated with feelings. At present, linguistics has again turned to his teaching, which called for the study of language in close connection with man. In the light of this concept, linguistic comprehension of systemic emotive means is also quite feasible.

At all times people have experienced, are experiencing and will continue to experience the same feelings: joy, grief, love, sadness. A huge emotional experience has been accumulated. In this regard, psychologists talk about the universality of emotions, the very list of which reflects the universal experience of understanding human mental activity: “Some individual emotions are universal, general cultural phenomena. Both coding and decoding of a number of emotional expressions are the same for people all over the world, regardless of their culture, language or educational level.

Language is not a mirror reflection of the world, therefore, obviously, the world of emotions and the set of language tools that display them cannot completely coincide.

Thus, given the presence in the emotional experience of humanity of a group of leading universal emotions, we can assume the existence of universal emotive meanings in lexical semantics, which is due to the semantics of reflection, since the experience of humanity in the cognition of emotions, like any other fragment of the world, is fixed in linguistic units. Linguistic literature uses various designations for these universal emotions: dominant emotions, key emotions, emotional tone, leading or basic emotions, etc. At the same time, psychologists note that the vocabulary of emotions in different languages ​​is far from the same, although there is not a single experience that would be available to one nationality and not available to another, i.e. emotions themselves are universal, and the typological structure of emotional vocabulary does not coincide in different languages, it has national specifics, since their reflection in each language is original.

Emotive vocabulary is traditionally studied taking into account such categories as evaluativeness, expressiveness, figurativeness, and its connections with evaluation turn out to be especially close. The conjugation of emotions and assessments do not lose their relevance.

So, emotionality and evaluativeness are categories, of course, interconnected, but there are different points of view on the nature of their relationship.

According to the first point of view, appraisal and emotionality are an indissoluble unity. So, for example, N.A. Lukyanova believes: "Evaluation, presented as the correlation of a word with an assessment, and emotionality associated with emotions, feelings, do not constitute two different components of meaning, they are one." V. I. Shakhovsky adheres to the same opinion. Wolf, on the contrary, separates the components "emotionality" and "evaluation", considering them as part and whole.

One more position: appraisal and emotivity are components, although they presuppose each other, but they are different. The difference between these components confirms the fact that individual subclasses of emotional phenomena do not have the evaluation function to the same extent. According to the supporters of this position, evaluativeness is not equally characteristic of emotional vocabulary. So, for a long time, the vocabulary of emotions such as "love", "sadness" was not considered in the evaluation parameter, but in recent years the nature of evaluation and similar words has been studied. As a result, types of evaluative words were distinguished: general evaluative vocabulary such as "like / dislike, approval / disapproval"; often evaluative words or interpreting the "emotive aspect" of the evaluation of the word, such as "love", "contempt". The second contain, along with the evaluative modality, the designation of emotion.

Thanks to the fundamental research of Wolf, Kubryakova, Telia, today we have a fairly complete picture of the system of evaluative values, including the structure of evaluation of emotive vocabulary.

Although the position that emotive vocabulary includes an evaluative component in its meaning, and that the evaluative structure of different classes of emotive vocabulary is not the same, can be considered generally accepted, but evaluative words should be chosen as the central criterion when choosing the material of emotional vocabulary, as suggested by N.V. Gridin, it seems to us inappropriate, since the functional nature of the assessment is different. This is manifested in the discrepancy between the typology of assessments in the works of various authors.

In a similar way, emotionality and expressiveness are distinguished. English lexicographers (for example, Hornby or Fowler), however, do not distinguish between these concepts. Many believe that expressiveness is always achieved at the expense of emotionality. Such an extended understanding is refuted by concrete material. Having an emotional connotation almost always entails expressiveness, but the converse is not true.

General classification of learning motives

I. The motives inherent in the most:

1) motives related to the content of the doctrine: the desire to learn new facts, to acquire knowledge, methods of action, to penetrate the essence of phenomena, etc.;

2) motives associated with the learning process itself: the desire to be intellectually active, to reason, to overcome obstacles in the process of solving problems, that is, the student is fascinated by the process of solving itself, and not only by the results obtained.

II. Motives related to what lies outside the educational activity itself:

broad social motives: motives of duty and responsibility to society, the study group, teacher, parents, etc.; motives for self-determination (understanding the importance of knowledge for the future, the desire to prepare for future work, etc.) and self-improvement (to develop as a result of learning);

narrow personal motives: the desire to get approval, good grades (welfare motivation); the desire to be the first student, to take a worthy place among comrades (prestigious motivation); negative motives: the desire to avoid trouble on the part of teachers, parents, classmates (motivation to avoid trouble).

Motives for going to school (school attendance by first-graders)

The needs that lead a child to school, along with cognitive ones, can be such as: prestige (improving one's own social position), striving for adulthood, striving to "be like everyone else" (keep up with peers in the performance of social roles).

The motivation for learning may include such motives as: interest in learning in general (often based on the need for new impressions about acquiring knowledge), the desire to gain knowledge in connection with its need (ghostly need), the desire to earn praise, the desire to satisfy one's vanity (to be an excellent student ).

The motives for going to school and the motives for learning may work in the same direction, or they may diverge.

The positive direction, the dynamics of the development of both, depends largely on how the teacher treats the students.

There are five styles of attitude: active-positive, situational, passive-positive, passive-negative, active-negative.

Motives for teaching younger students

Motivation for getting high marks

Duty, responsibility, the need to get an education

cognitive interests

Prestigious motivation

Motivation for success and motivation for avoiding failure

Motives for teaching middle school students

A feature of the motivation for learning at this age is the emergence of a persistent interest in a particular subject;

There is a general decrease in motivation for learning, amorphous cognitive needs arise;

Going to school not to know, but because it is necessary;

The main motive for the behavior and activities of students is the desire to find their place among classmates, comrades;

3. Professional motives associated with the desire to master a profession, specialty.

4. Motives of social identification, that is, the degree of influence of the team on the student, his desire for a certain role status in the group.

5. Utilitarian (personal) motives associated with obtaining certain personally significant results, benefits.

Levels of development of motivation for learning activities

1. Negative attitude towards teaching. The motives for avoiding trouble and punishment predominate. Explanation of their failures by external causes. Dissatisfaction with oneself and the teacher, self-doubt.

2. Neutral attitude towards teaching. Unstable interest in external learning outcomes. Feeling bored, insecure.

3. Positive, but amorphous, situational attitude to teaching. A wide cognitive motive in the form of interest in the result of the teaching and in the mark of the teacher. Wide undifferentiated social motives of responsibility. instability of motives.

4. Positive attitude towards teaching. Cognitive motives, interest in ways of obtaining knowledge.

5. Active, creative attitude to learning. Motives of self-education, their independence. Awareness of the correlation of their motives and goals.

6. Personal, responsible, active attitude to learning. Motives for improving the ways of cooperation in educational and cognitive activities. Stable internal position. Motives of responsibility for the results of joint activities.

Motives, goals, emotions, ability to learn

The ability to learn. If a student knows how to learn (set and solve educational problems), then he has the opportunity to achieve positive results, get joy (satisfaction) from educational achievements - the motivation for success, achievement.

The ability to learn develops, of course, independently, but the role of the teacher is certainly great (ZAR, ZPR, ZPR). The most important thing in helping a teacher is to instill interest not so much in achieving the result of a solution, but in analyzing the solution process, searching for generalized solutions, and the possibility of using them in changed situations.

Methods for studying the motivation of learning are: observation, creating situations of choice, polling (questionnaires, testing).

observation. Typical situations to watch:

how the student will behave in a situation where he is completely left to himself, when no one controls or evaluates him; what motives arise in the student as the guidance and control of the teacher increases; how these motives will change depending on the norms of evaluation by adults; how the student's orientations will change under conditions when he has to give preference to one of several motives, to subordinate them in the presence of the so-called "struggle of motives."

Stages of formation and development of learning motivation

1. Correct assessment, understanding of what motives should be dominant for the student.

2. Determination of age characteristics of learning motivation. That is, a clear understanding of what motives, goals of teaching, attitude towards it are necessary for a particular age. At the same time, it is important to understand not only the motives of a certain age, but also the motives of the age, previous and subsequent.

3. Diagnosis of the features of motivation - the study, analysis of the motivation of specific students with whom the teacher works (both each student and the educational team as a whole).

4. When understanding that the motivation for learning develops incorrectly, decreases, a separate - 4th stage - analysis of the reasons for the incorrect development of motivation (problems with knowledge, insufficient learning skills, low learning ability, problems with proper motives, etc.) is necessary.

5. Formulation of the goal (goals) and tasks of the formation (development) of the motivation for learning.

6. Definition of subjects and objects of formation.

7. Determination of methods, methods, techniques and means of formation. It is, in essence, a plan of action.

8. Implementation of activities (implementation of methods, techniques and means) of motivation formation.

9. Evaluation of the effectiveness of the work done.

Evaluation in the development of motivation

Teachers, often using a mark as a motivating tool, as a means of encouraging a student to work actively, shift the center of the motivational sphere of his activity from the activity itself, from its result and process to the assessment of activity, that is, to something external in relation to this activity. The mark in this case acquires a self-contained value in the eyes of the student and obscures the true value of his activity.

The activity of students, not properly supported by the cognitive need and interest, aimed at its external attributes, at the assessment, becomes insufficiently effective. This leads to the fact that the mark for many students ceases to play a motivating role, and then the educational work itself loses all value for them.

To form a positive sustainable motivation for learning activities, it is important that the main thing in evaluating the work of a student is a qualitative analysis of this work, emphasizing all the positive aspects, progress in the development of educational material and identifying the causes of existing shortcomings, and not just stating them. This qualitative analysis should be directed to the formation of an adequate self-assessment of the work in students, its reflection.

When studying learning motivation, the question of the types of learning motives becomes the central question.

The motive of learning is understood as the orientation of the activity (activity) of the student on certain aspects of educational activity. There are several classifications of learning motives. According to L.I. Bozhovich, the motives of learning are divided into external (not related to the educational process) and internal (derivatives from various characteristics of learning). A.N. Leontiev singles out "stimulus motives" and "meaning-forming" motives. “Some motives, inducing activity, at the same time give it a personal meaning; we will call them sense-forming motives. Others coexisting with them, acting as motivating factors (positive or negative) - sometimes acutely emotional, affective - are deprived of a meaning-forming function; we will conditionally call such motives motives - incentives ”(A.N. Leontiev). Also A.N. Leontiev divides the motives of the doctrine into “known” (“understood”) and “actually acting”.

The most complete classification of learning motives was proposed by A.K. Markova. She distinguishes two groups of learning motives: cognitive motives and social motives.

Cognitive motives are aimed at the process of cognition, increasing the effectiveness of its results - knowledge, skills, as well as methods of cognition and the acquisition of knowledge, methods and techniques of educational work, and increasing the effectiveness of these methods and methods of cognition. Their levels: broad cognitive motives - focus on knowledge; educational and cognitive - focus on ways of obtaining knowledge; motives of self-education - focus on ways of independent replenishment of knowledge.

Social motives characterize the student's activity in relation to certain aspects of interaction with another person in the course of learning, to the results of joint activities and methods of these interactions, to increasing the effectiveness of the results and methods of these interactions. Their levels: broad social motives - duty, responsibility; narrow social or positional motives - the desire for the approval of others; the motives of social cooperation are the desire to master the ways of interacting with other people.

A number of researchers (L.I. Bozhovich, P.M. Yakobson) postulate the need for the presence of both components (cognitive and social motives) for the effectiveness of learning activities.

General trends in the development of ideas about the motivation of learning in Russian psychology consist in a gradual transition from an undifferentiated to a differentiated understanding of the motivation for learning; from the idea of ​​a motive as an “engine” that precedes an activity, to its definition as an important, internal psychological characteristic of the activity itself. A differentiated approach involves the allocation of meaningful and dynamic characteristics that the psychological motivation under study possesses.

A.K. Markova highlights the content and dynamic characteristics of the motive of learning:

Dynamic characteristics: stability; expressiveness and strength; switchability; emotional coloring; modality.

Another trend in the study of learning motivation is a formative approach that involves determining the conditions that affect the formation of the learning motive in the aggregate of its content and dynamic characteristics.

Starting education at a university, a former student is faced with a number of changes: first, the level of external control over the student's activities is sharply reduced; secondly, the structure of the educational activity itself is changing - the motives of the study are supplemented and closely intertwined with professional motives; thirdly, there is an entry into a new social community - "students". In the light of such changes, the question of the motivation of students' educational activities becomes especially important.

Different authors name different motives for entering a university, which largely depends on the angle of studying this issue, the socio-economic situation in the state. The main motives for entering a university are: the desire to be in the circle of students, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations, and its creative possibilities. There are differences in the significance of motives for girls and boys. Girls more often note the great social significance of the profession, the wide scope of its application, the opportunity to work in large cities and research centers, the desire to participate in student amateur performances, and the good material security of the profession. Young men more often note that the chosen profession meets their interests and inclinations. They also refer to family traditions.

In the motivation of students' learning activities, the actual educational and professional components are constantly combined. In this regard, in the structure of the teaching, it is possible to single out the actual motives of the teaching and professional motives as "internal motives that determine the direction of a person's activity in professional behavior in general and the orientation of a person to different aspects of professional activity itself." Professional motives are also defined as "motives that move the subject to improve their activities - its methods, means, forms, methods, etc.", "growth motives that implement the focus on production, and not on consumption" in activities.

Within the framework of the activity approach D.B. Elkonin and V.V. Davydov, the basic activity of students is educational and professional. Her motivation, according to T.I. Lyakh, includes two groups of motives: educational-professional and social. Each of these groups goes through three levels in its development. Levels of formation of educational and professional motives (from the lowest to the highest): wide educational and professional; educational and professional; motive of professional self-education. Levels of formation of social motives for educational and professional activities at the university (from the lowest to the highest): a broad social motive; narrow social, positional motive; motives for professional cooperation. By the end of their studies at a pedagogical university, senior students, under the influence of the system of educational work of the university, should develop motives for professional self-education from the group of educational and professional motives, and motives for professional cooperation from the group of social motives.

Research conducted by A.N. Pechnikov, G.A. Mukhina, showed that the leading educational motives of students are "professional" and "personal prestige", less significant are "pragmatic" (to receive a diploma of higher education) and "cognitive". True, the role of dominant motives changes in different courses. In the first year, the leading motive is "professional", in the second - "personal prestige", in the third and fourth years - both of these motives, in the fourth - also "pragmatic". The success of training was largely influenced by "professional" and "cognitive" motives. "Pragmatic" motives were mainly characteristic of poorly performing students.

Similar data have been obtained by other authors. M.V. Vovchik-Blakitnaya, at the first stage of the transition of an applicant to student forms of life and education, singles out the prestigious one as the leading motive (asserting oneself in the status of a student), in the second place - cognitive interest, and in the third - a professional and practical motive.

F.M. Rakhmatullina did not study the motive of "prestige", but revealed general social motives (understanding the high social significance of higher education). According to her data, the “professional” motive occupied the first place in importance in all courses. The second place in the first year was taken by the “cognitive” motive, but in the subsequent courses, the general social motive came to this place, pushing the “cognitive” motive to third place. The "utilitarian" (pragmatic) motive was fourth in all courses; it is characteristic that from junior to senior years his rating fell, while the rating of the "professional" motive, as well as the "general social", increased. The "professional", "cognitive" and "general social" motives were more pronounced among the well-performing students than among the average students, and the "utilitarian" motive among the latter was more pronounced than among the former. It is also characteristic that the "cognitive" motive took the second place among the students with good progress, and the third among the students with average progress.

R.S. Weissman observed the dynamics of change from the 1st to the 4th year of the motives for creative achievement, "formal-academic" achievement and "need for achievement" among students of the Faculty of Psychology. Under the motive of creative achievement, the author understands the desire to solve any scientific or technical problem and to succeed in scientific activity. The motive of "formal-academic" achievement is understood by him as a motivation for a mark, good academic performance; "the need for achievement" means a vivid expression of both motives. R.S. Weissman found that the motive for creative achievement and the need for achievement increase from the 3rd to the 4th years, while the motive of "formal academic" achievement decreases from the 2nd to the 3rd-4th years. At the same time, the motive of creative achievement in all courses significantly prevailed over the motive of "formal academic" achievement.

On the basis of the general motivation of educational activity (professional, cognitive, pragmatic, social-public and personal-prestigious), students develop a certain attitude towards different academic subjects. It is determined by: the importance of the subject for professional training; interest in a particular branch of knowledge and in this subject as part of it; the quality of teaching (satisfaction with classes in this subject); a measure of the difficulty of mastering this subject based on one's own abilities; relationship with the subject teacher. All these motivators can be in a relationship of interaction or competition and have a different impact on learning, so a complete picture of the motives of learning activity can only be obtained by identifying the significance for each student of all these components of a complex motivational structure. This will also make it possible to establish the motivational tension in this subject, i.e. the sum of the components of the motive of educational activity: the more components determine this activity, the greater its motivational tension.

In recent years, the understanding by psychologists and educators of the role of positive motivation for learning in ensuring the successful acquisition of knowledge and skills has increased. At the same time, it was revealed that high positive motivation can play the role of a compensating factor in case of insufficiently high abilities; however, this factor does not work in the opposite direction - no high level of abilities can compensate for the absence of a learning motive or its low severity, and cannot lead to significant academic success (A.A. Rean).

Awareness of the high importance of the learning motive for successful learning led to the formation of the principle of motivational support for the educational process (O.S. Grebenyuk). The importance of this principle stems from the fact that in the process of studying at a university, the strength of the motive for learning and mastering the chosen specialty decreases. According to A.M. Vasilkov and S.S. Ivanov, obtained during the surveys of cadets of the military medical academy, the reasons for this are: unsatisfactory prospects for work, service, shortcomings in the organization of the educational process, life and leisure, shortcomings in educational work. They also showed that students who are independent and prone to authoritarianism and rigidity show a more significant decrease in their professional orientation.

A.I. Gebos identified factors that contribute to the formation of a positive motive for learning among students: awareness of the immediate and final goals of learning; awareness of the theoretical and practical significance of the acquired knowledge; emotional form of presentation of educational material; showing "promising lines" in the development of scientific concepts; professional orientation of educational activity; selection of tasks that create problem situations in the structure of educational activities; the presence of curiosity and "cognitive psychological climate" in the study group.

The question of the types of learning motives is central in the study of learning motivation.

There are several classifications of the motives of learning, which largely depends on the different angles of studying this issue, the socio-economic situation in the state. The main motives for entering a university are the following: the desire to be in the circle of student youth, the great social significance of the profession and the wide scope of its application, the correspondence of the profession to interests and inclinations and its creative possibilities. The significance of motives differs significantly among girls and boys.

In the structure of the teaching, the actual motives of the teaching and professional motives will be singled out as "internal motives that determine the direction of a person's activity in professional behavior in general and the orientation of a person to different aspects of professional activity itself."

In the process of teaching an adult contingent, with all the variety of structural approaches to the formation of learning motivation, their semantic dominant should be focused on the motive for achieving success.

The long-held motive for achieving success in working with an adult audience manifests itself in such a way that after failure, the student tends to be more active (add activity) in order to increase academic performance.