What is the motive of activity? Motives for learning activities of students

2024 Author: Miguel Ramacey | [email protected]. Last modified: 2024-01-15 12:46

People's needs are relative and live in motion. Among all human needs, it is the one that is more powerfully motivated that prevails. Motives and motives of activity are discussed in detail in the article.

Motive and need

The way from need to practice is the way out of need to the external environment. Activity is based on the motive due to which it is formed. But the motive can not be satisfied by any activity. Such a path consists of:

• selection and motivation of the subject of need;
• on the way from need to activity transformation of need into interest and goal, or rather a conscious need.

It follows that motivation and need are continuously connected. The need leads a person to activity, which is based on the motive.

Motive of activity

The motive of activity is what pushes the individual to activity, leading him to satisfy specific needs. The motive of activity is a reflection of a need.

For example, the motive of activity is both active passionate work and refusal to workdisagree.

As a motive for activity, thoughts, needs, feelings and mental formations of a different order can act. In order for the activity to be carried out, there are few internal impulses. It is important to observe the object of activity and compare the motives and goals that must be fulfilled.

Motivation-need sphere of personality is the whole sum of motives formed during human existence. This area is developing, but there are several main stable motives that form the focus of the individual.

Motivation

Motivation is a combination of external and internal guiding forces that push a person to certain actions. This is the way to encourage a person to practice for the fulfillment of goals.

Motivation covers more than motive. The motive of activity is a stable personal quality belonging to the individual. Motivation is a set of factors that determine the line of behavior of an individual, his motives, goals, needs, intentions, etc. It is also a process that sustains and drives activity.

Motivational sphere consists of:

• the motivational system of a personality, including the stimulating forces of activity, that is, the motives themselves, interests, needs, goals, beliefs, attitudes, norms, stereotypes, and more;
• achievement motivation - the need to achieve a high level of behavior and satisfy other needs;
• self-actualization motivation is at the highest level of the hierarchy of motives,lies in the need of the individual to realize their own capabilities.

The right plans, goals, high organization will lead to nothing if there is no motivation. It compensates for damages in other areas, such as planning. It is impossible to compensate for the motives of activity, abilities are important, but they are often not enough.

Motivation also determines success in practice, which cannot be achieved with knowledge and ability alone. It is necessary to strive to work, to achieve results. The amount of effort depends on the level of activity and motivation. Highly motivated people do more work and are more likely to achieve more.

It is wrong to observe the scope of an individual's motives as a mirror of the sum of his individual needs. The needs of the individual are connected with social needs, their emergence and development is determined by the society. The motivational sphere includes both individual and social needs.

Motivation

Motivation is a conscious influence on an individual, which is carried out by referring to specific motives to incline him to something.

Motivation has two types:

1. Formation of a person's motivational structure in an educational and upbringing manner. This requires knowledge, effort and ability, but there is an opportunity to achieve a long-term result.
2. External influence on the individual to carry out certain actions. The type of motivation that resembles a dealstructure.

There are various motives: self-affirmation, obligations to society, interest in the educational process, and so on. For example, consider the motives of a scientist for doing science: self-affirmation, self-realization, material incentives, cognitive interest, social motives.

Motives and motivation of human activity are certain attributes of a person, they are stable. By saying that an individual exhibits a cognitive motive, we mean that the motivation to acquire knowledge is inherent in him in many situations.

The motive of activity, the definition of which has no explanation apart from the general system of mental life and the factors that make it up - actions, images, relationships, etc., is aimed at giving an impulse to activity.

Motives for students' learning activities

Lidiya Bozhovich, a Soviet psychologist, when observing the structure of the motivational sphere of a personality in general, especially carefully considered the motives of students' learning activities. She offers two broad groups:

1. Children's interests in learning, the need for intellectual activity and the acquisition of new skills, abilities and knowledge, that is, cognitive motives.
2. The child's need to reach a specific place in the familiar social hierarchy is social motives.

These two groups in association support effective learning activities. The motives caused by the activity itself make a direct impact on the individual, and social motives serve as an impetus for his activity withthrough conscious goals and decisions.

The structure of the motives of learning activities

M. V. Matyukhina, taking Bozhovich's classification as a basis, proposes such a structure. The motive of students' learning activity consists of:

Motives on which learning activities are based, directly related to its product. The category is divided into two subgroups:

• Relating to the essence of the doctrine. The student strives to acquire new knowledge, to acquire new information, ways of practical implementation, awareness of the structure of things around him. This is content motivation.
• Related to the learning process. The student wants to become active intellectually, express his thoughts in the classroom, set and solve problems in the educational process. This is the motivation of the process.

2. Motives that are associated with the result of learning, with what is beyond the boundaries of the learning process. This category includes the following subgroups:

• Broad social motives: self-determination (the desire to be ready for future work, awareness of the importance of skills and abilities, etc.), self-improvement (the need to develop in the learning process), responsibility and duty to the teacher, class, society, etc. e.
• Narrow personal motives - the urge to obtain approval from parents, teachers, peers, to positive marks. This is the motivation for well-being. Prestigious motivation is the expressed desire to be in the first place in academic performance, to be the best. Motivation to avoid troubleincludes all negative motives, the need to circumvent the disadvantages and dangers that may arise from the superiors if the student does not make due effort.

Activity types

Psychologists distinguish different forms of organization of types of activity, each of which entails its own motivation for activity. The motive of the game is to have fun. For learning and work, the motive is a sense of responsibility and duty. These are no less strong feelings than ordinary interest. But when studying and working, it is necessary to arouse in the individual an interest in the course of practical implementation or its outcome. The very habit of working is also important, as are the motives for creative activity, which must be developed in the child.

Studying the motives of learning activities showed that different types of activities are interconnected, they complement each other and flow from type to type. During their stay in kindergarten, the child, in addition to games, learns to draw and count. A schoolboy spends time playing games after school.

Game activity

Moments of games perfectly complement the structure of the lesson, elements of game situations captivate children. The game is a fictional journey around the world map, for example. These are the playing roles of a teacher, a salesperson, a guide for mastering a foreign language in a dialogue.

Types of activity cannot exist separately, although at a certain period of life one of them may take over. In one period of life, the main activity is play, in another - teaching, in the third - work. Before the children go to schoolthe leading type of activity is the game, teaching prevails at school. For adults, the main activity is work.

Motives for teacher activity

A. K. Baymetov, considering in detail the motives of the teacher, divided them into three categories:

• motives of interest in communicating with children;
• motives for passion for the subject of teaching;
• motives of duty.

As it turned out, teachers without a dominant motive with balanced three indicators have developed qualifications and high authority. The category of motivation affects the nature of the teacher's requirements for students. The balanced motivation of the teacher leads to a small number and harmony of these requirements.

It is also worth considering that the prevalence of a particular type of motivation is interconnected with the leadership style of the teacher. The motive of duty prevails among teachers with an authoritarian style of management, the motive of communication - among liberals, and teachers without a predominance of a specific motive belong to the democratic style of leadership.

Lyudmila Nikolaevna Zakharova, working on the professional motivation of a teacher, singled out the following from a wide range of factors:

• professional motives;
• self-affirmation;
• personal self-realization;
• monetary incentives.

All this together forms a motivational field for the activity of all participants in the educational process.