- The authors:
Irina K. Kashirskaya
- Issue: July 24-26th, 2019
- Pages: 205-211
- Section: SOCIAL CAPITAL AND PRESTIGE OF PROFESSIONAL EDUCATION
- URL: http://conference-ifl.rudn.ru/205-211/
Abstract. Empirical research is devoted to the study of the relationship of
educational motivation and motivation to achieve students with different
academic performance. Motivation is an important component of any
learning technology, as it affects both the active involvement of participants
in collaboration and the result of training. In our research the concept of
motive and motivation is considered, specifics of educational motivation,
motivation of achievement, namely, motive of achievement and motive of
avoidance of failures are revealed, and also the role of these motivations in
educational activity is found out.
The aim of our research is to study the relationship of academic motivation
and achievement motivation of students with different academic
We suggested that the relationship between academic motivation and
achievement motivation of students with different academic performance is
different, and the impact of academic motivation on academic performance
is higher than the impact of student achievement motivation.
In this study, the motivation for success we understand as a set of goals,
needs and motives that stimulate the student to achieve the corresponding
goal. To study the motivation of achievement, the method of diagnostics of
A. Mehrabian’s achievement motivation was used. It allows you to
determine the predominance of one of the motives – the motive of striving
for success or the motive of avoiding failures.
Educational motivation is defined as a particular type of motivation
included in educational activities. The formation of educational motivation
is not just an increase in positive or aggravation of negative attitudes to
learning, and the complexity of the structure of the motivational sphere.
Some motives are related to the content of the educational activity itself and
the process of its implementation, others – to the wider relationship of the
student with the environment.
To study the level of formation of educational motivation, we used the
method of diagnostics of educational motivation of students A. A. Rean and
V. A. Yakunin.
Research of academic performance was carried out by studying the rating of
the success of mastering the educational material by students at the end of
the last semester of their training.
The results of the comparative analysis (n=83) of groups of students with
different academic performance in terms of the frequency of the trait clearly
demonstrate the positive impact on the academic performance of students as
a more pronounced educational motivation, and more pronounced
motivation to achieve, that is, the motivational trend of the desire for
success. Thus, the most significant correlation was found between the
indicators of the level of educational motivation of students and indicators
of the level of academic performance of students (r=0.73 at p<0.05), which
indicates their interdependent change. The next most important correlation
was found between the indicators of the level of motivation of students and
indicators of the level of academic performance of students (r=0.62 at
p<0.05). The greatest number of students have an average level of
achievement motivation, i.e. they do not have a pronounced motivational
tendency to focus on success and avoid failure. This allows them to learn
the program material well, but does not contribute to the achievement of
high results in educational activities.
The average profile of educational motivation and motivation of
achievement of students in view of their academic performance clearly
demonstrates the relationship of educational motivation and motivation of
achievement of students with different academic performance.
It is proved that there is a statistically significant relationship between the
level of educational motivation and motivation to achieve students. Both
academic motivation and achievement motivation have a positive impact on
students’ academic performance. The degree of influence of educational
motivation on academic performance of students is higher in comparison
with achievement motivation.
Keywords: Academic motivation, achievement motivation, academic
performance, pursuit of success, avoidance of failure
Irina K. Kashirskaya
Southern Federal University (SFEDU), Rostov-on-Don, Russia,
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