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Motivation research: the interdisciplinary problem
summarizes the results of the work, or information that allows you to express your opinion on a certain issue brief write a short form. This encourages students to carefully select tools and vocabulary to bring across the main idea. Records should be done in 5 steps:
1. The first line is the topic of a word or phrase (usually a noun);
2. The second -topic definition of two words (adjectives);
3. The third line is the action of the subject, the three words (verbs);
4. The fourth theme is a four-word phrase.
5. The last line is synonymous with one word on the subject.
And, finally, when the company increased the burden of responsibility for teachers, and the results of its activity is related to the implementation of new technologies, but also the problems and make effective use of knowledge should be taken into account.
Development of new technologies — the teacher, intellectual, moral, spiritual and other civil -up influence on the formation of self-help the organization develop an effective educational model of psychological science.
References:
1. Polat E.S., modern pedagogic and information technologies in the education system: a textbook for university students. Proc. institutions/ES Polat, M. Yu Buharkina. - Moscow: Publishing Center “Academy”, 2007. - 368 p.
2. Halpern D. Psychology of critical thinking. - SPb., 2000.
3. Dewey D. Psychology and Pedagogy of thinking. - M.. 1990.
4. Alimov A. The use of interactive teaching methods in higher education institutions. - Almaty, 2009. -328 p.
5. Stolyarenko L.D., Principles of Psychology. Psychological site http://www.myword.ru
Lekerova Gulsim Zhanabergenovna, doctor of psychological sciences, professor., M. Auezov South-Kazakhstan State University, Yunusov Madiyar Bakhtiyarovich, president of Kazakhstan engineering and pedagogical university of friendship of the people, Rakhimkulov Shafkat Salimdzhanovich, master of history, Kazakhstan engineering and pedagogical university of friendship of the people Anarmetov Bakhtiyar Salimzhanovich, doctor Phd of pedagogics, Kazakhstan engineering and pedagogical university of friendship of the people Aitkulowa Nurgul Zhorabekovna, master of pedagogics and psychology, Kazakhstan engineering and pedagogical university
of friendship of the people E-mail: gulsimlekerova@mail.ru
Motivation research: the interdisciplinary problem
Abstract: In the field of natural sciences and psychology, a number of special scientific disciplines and directions have been generated. They include psychophysiology, physiology of the higher
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Section 9. Pedagogical Psychology
nervous activity, working psychology, the engineering psychology, the object of the research, and the working person. The question on development of requirements has the major value for definition of psychological conditions of the development of a person, and its motivational sphere. The aspiration for providing motivation is in two aspects, and is characterized by ordinary speech. The special question consists ofwhat mechanism ofdevelopment of requirement motivation is. Motives — are promptings in carrying out an activity, connected with the satisfaction requirements of the subject. It sets the external or internal circumstances causing activity of the subject and defining its orientation.
Keywords: activity, motives, psychology, work, extrinsic negative motivation.
Introduction
In the field of natural sciences and psychology, a number of special scientific disciplines and directions have been generated. They include psychophysiology, physiology of the higher nervous activity, working psychology, the engineering psychology, the object of research, and the working person.
The primary goal of these disciplines is to study a wide range of psychophysiological, psychological, and socially-psychological properties of the person which are shown in concrete activity. The efficiency and quality of this activity, defines its mental condition, work satisfaction and psychophysiological resources. In connection with constant change of character of work satisfaction, based on intellectual maintenance and increase in the quality of the work, there is a high demand for mental pressure, which is essential in the reliability of labour in concrete activities. However, they include the psychophysiological analysis of the activity of the person, optimization of its psychophysiological conditions, the decision on professional selection and professional suitability, definition and formation of individually-psycho-physiological qualities, professional motivation of the person, important performance of this concrete activity, and the optimization of adverse mental conditions.
Theoretical Part
The Characteristic of Activity Motives
Within the limits of the subject matter “the general psychology”, the maintenance and the characteristic of such concepts are represented via the motive, motivation, and motivational sphere of the person. However, activity without motive does not happen, as people are quite often guided by different motives. Motivation is one of the major characteristics of activity [1, 28].
The differentiation of concepts by A. N. Leontev “activity”, “action” and “operation” definition of their
dialectic interrelation, makes it possible to consider the motives of activity. The motive acts as the form of display of requirement. Consequently, the need of a person is at the bottom of its activity. The child grows, the place of the child in a society changes, and its activity becomes complicated; hence this leads to changes in the requirements — motivational sphere. The satisfaction of the allocated requirement is formed depending on the orientation of the person, external conditions, and circumstances prompting the activity. This prompting to a certain requirement is regarded as motive [2, 32].
Motives arise, develop, and form on the basis of requirements. Requirement is defined as the need of an organism which is necessary and important in certain conditions of life.
The question on development of requirements has a major value in the definition of the psychological conditions of the development of the person, and its motivational sphere. Evolving from requirement, motives nevertheless, are rather independent. The same requirement can be satisfied in various ways. The motivation of the person is formed during all his life under the influence of requirements-motivational sphere. In the course of formation of motivational sphere, there is a transformation of social estimations, and the sights of the person.
In psychological literature devoted to problem of motives, such concepts, such as “motive” and “motivational sphere” are more often used. Thus, motives of activity can be understood as the internal incentive forces which focus on the person in activity. Further, the motivational sphere is considered as the kernel of the person, including the system of motives in its hierarchy. The uniform system of motives of activity also constitutes the psychological base of the person. Thus, the separate forces focusing on the person in activity, motivational sphere, motives, parity, interstipulation, and hierarchy are not important. In
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Motivation research: the interdisciplinary problem
the foreign psychological literature, the return tendency — allocation of separate defining motives is traced. However, these literatures include Z. Frejda’s “instincts”, G. Mjurreja’s “requirements”, “valencies” and K. Levin’s “vectors”, “the basic promptings” F. Dollarda and others.
The behaviour of the person is polymotivated i. e.
it is induced usually not by one, but with various
maintenance, orientation, and randomness motives. Hence, the motivational structure is difficult enough. Motives are built in certain hierarchy which is defined both as an orientation of the person, and features of its external environment. Imagine a young man solving the question on where to go to study? He has three institutes, which are different educational institutions on his mind. Each of them is of different distance from his house. In one, there are renowned scientists, in the second, they have standard laboratories and libraries, and in the last one, his friends studies in the institute.
The motivational sphere of the person is dynamic. Hence, dynamics of motives can be positive or negative in relation to the efficiency of activity. This experimental data testify to dynamism of motivational sphere; for example, if 78% of pupils of the ninth class motives of dialogue prevailed in the eleventh class, similar motives takes priority only for 34% of schoolboys. However, this signifies that others on the foreground have displayed educational or professional motives.
Furthermore, both force of separate motives and force of motivational system as a whole must be in place in the course of stabilizing motivational changes. Change of meaning-created motives shows the development of motivational sphere of the person. Also, any activity that includes a number of intermediate actions, whose operations results in a number of factors transforming independent activity is not necessary. The motive of activity can shift to the purpose of action (motive shifts on the purpose), thereby transforming action into activity. On the basis of this phenomenon, there are qualitatively new relations of people to this validity. Changes in structure of motives can stimulate someone to begin to carry out basic meaning-created function, thereby making others become subordinates, playing a role of motives-stimulus.
For example, at home, the schoolboy is forced to sit down at the piano, and he is motivated by the condition: “would not go out to play except at a stipulated time, would not go for a walk, would not play the computer etc”. The child is compelled to be engaged in playing the piano which is uninteresting to him. Thus, after a while, the schoolboy sits down willingly in front of the piano, passes time there, and finds the piano very interesting. Further, he continues the exercises for the sake of music and his own pleasure. This example shows the development requirement spheres of the schoolboy. As a consequence, development motives activity from external to the internal, from the motives directed on achievement of direct result (to be highly appreciated, a praise of seniors) to the motives realizing the result as a means of self-development. Any activity of the person is defined by motives which are closely connected among themselves, mutually operating against each other. Any motivation is defined by a number of factors, specific to this activity. Therefore, it is always systematic, i. e. characterized by an orientation, stability, and dynamism.
External and internal motives are allocated under the relation ofmotives. Ifmotives are directly connected with activity, then they are internal, (it can be of interest to a subject’s desire to learn something.) But if motives inducing activity are not connected with it, then they are external for this activity (it can be a desire to avoid a bad estimation or punishment; aspiration to show to contemporaries the knowledge and so forth).
On consciousness, presentation allocates not realized and realized motives.
Hence, the behaviour directed towards its satisfaction, is called motivated behaviour.
Motivation — are promptings in carrying out an activity, connected with satisfaction requirements of the subject. It sets the external or internal circumstances causing activity of the subject and defining its orientation.
It is necessary to tell that there is no consent between different authors concerning the maintenance of the term “motivation”. The term motivation literally means «that which causes movement». On this basis, most often, this term is used for the designation of some tendency which aspires to reveal itself in behaviour. However, when you try to specify
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the maintenance of this concept, you allocate various aspects to this mechanism.
According to one point of view, motivation is a condition which develops the structures of the central nervous system during behaviour. Objectively, it is expressed as the change of the electric activity of a brain, biochemistry, and apparently, it changes at molecular level. In the subjective plan of motivation, there are occurrences which correspond to certain experiences. As we tested, one becomes thirsty or hungry when he has not drank water or eaten anything within a long period of time.
Other approach is connected with the understanding of motivation as some initial push (prompting) which always passes in the behaviour characterised by the presence of a definite purpose. Therefore, motivation in this case becomes a synonym of purposeful behaviour. The purpose — is the main link in motivation. Therefore P. V. Simonov defines motivation through the mechanism of formation of the purpose. According to A. N. Leontevv, motivation is an object-related requirement. The main thing in such definition is that motivation is a purposeful behaviour.
The Practical Part of the Research
The aspiration to allocate motivation in two aspects is characterized by ordinary speech. Often used, the term “motivation”, can be seen from two perspectives.
Thus, two phases allocates, when one speaks about motivation:
1) The detection of the specific condition phase expressing the occurrence of certain deficiency in the internal environment, i. e. requirement occurrence;
2) The start and realisation of specialised purposeful behaviour phase in relation to those external objects which are capable of satisfying the given requirement. However, the first phase initiates the second phase.
Furthermore, let us consider motivation as a condition. Long time ago, there was unresolved question on the specificity of motivational conditions. Therefore, the number of motivational conditions that exist, how many, and its requirements were not clear. Also, it was not clear if there is a uniform motivational condition as the general nonspecific that functions for all kinds of behaviours.
Physiological features of motivational conditions have been studied for the first time by P. K. Anohin, by whom position about specificity of nonspecific activation has been formulated. Contrary to the settled point of view that nonspecific activation of a bark of the big hemispheres from outside reticular formations differs only with intensity and localisation, he has assumed the existence of biological modalities. The motivational condition and purposeful behaviour has two phases of motivation, and are presented by the various electric activity of the brain. Both phases of motivation are well entered into the structure of the behavioural certificate of P. K. Anohin. They are connected with its various stages: a stage afferented synthesis where the leading part belongs to motivational excitation, and a stage of formation of an acceptor of results of action [3, 53].
Conclusion
In conclusion, studying the problems of motivation, F. Gertsberg have shown that factors which cause work satisfaction, differs from the factors resulting in dissatisfaction. This conclusion has been confirmed by other researchers. With requirements to avoid sufferings, inconveniences and discomfort, Gertsberg connects factors of labour activity which he names “preservation” factors (supervision, the behaviour of administration, interpersonal relations, stable work, earnings etc.). Their favorable condition leads to destruction of feeling of dissatisfaction (more often time). Factors are connected with the aspiration of the person to self-actualisation — «motivators» real experience of satisfaction: achievements in work, a recognition of these achievements, responsibility, advancement, and the possibility of professional growth [4, 32].
Influence of theories of Gertsberg and Maslou has affected classification of motives of the labour activity offered by Polish psychologist T Toma-shevsky. The first group of motives Tomashevsky named is “motives of benefit”. Material benefit is, first of all a salary, but also the presence of dwelling and the satisfaction of other material requirements. Consequently, social benefit is first of all a professional pride [5, 48].
Tomashevsky considers that the worker should visualize dependence between labour productivity and received benefit. Therefore, it is important that in the
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Study of internal and external learning motivation of students of pedagogical high school
course of the work, he could see the attained results, and periodically received the information about attained results through its qualitative and quantity indicators. If such information arrives to the worker too
late or “indirectly”, the efficiency of all stimulating actions decreases considerably. Thus, in certain cases, workers can have a resentment towards their work, which would definitely affect their productivity.
References:
1. Hyin E. P., Motivation and motives. St. Peter, 2000. P. 69.
2. Viljunas V. K., Psychological mechanisms of motivation of the person. M, 1990.
3. Lekerova G.J. (2014), Features of Motives' Manifestation of Professional Development and Personal Characteristics of Future Teachers. Life Science Journal 2014; 11 (ls).
4. Lekerova G.J. (2007), Features of the organization and conduct of professional orientation to teaching profession in the field of education. The Psychology of learning Moscow.№ 9. P. 100-109.
5. Lekerova G. J., Psychological and pedagogical bases of active teaching methods. Life Science Journal 2014; 11 (bs).
Lekerova Gulsim Zhanabergenovna, doctor of psychological sciences, professor, M. Auezov South-Kazakhstan State University, Abitiyarova Aygul Abitiyarovna, doctor Phd of philology, M. Auezov South-Kazakhstan State University, Moldahanova Marzhan Madikhanovna, master of pedagogics and psychology, M. Auezov South-Kazakhstan State University, Nigmatullina Zhibek Shaymerdenovna, master of pedagogics and psychology, M. Auezov South-Kazakhstan State University, Kerimbekova Zhanat Umirbekovna, senior teacher, M. Auezov South-Kazakhstan State University, Sarubbekova Aygul Turisbekovna, teacher, M. Auezov South-Kazakhstan State University E-mail: gulsimlekerova@mail.ru
Study of internal and external learning motivation of students of pedagogical high school
Abstract: Education in high school is one of the most important stages in the professional formation, under which formed an adequate idea of their future profession and attitude towards it. The changes taking place in our society, determine the sense of tension in the already well-established categories and concepts correlated to the value-motivational sphere of the modern student personality. The emergence of social order based on economic self-organization actualizes the problem of study motivation of the future specialist, in particular teachers, to sphere of pedagogical work. It should be borne in mind that, on the one hand, the conditions of development of society requires competitive specialists focused on social values, on the other hand, the representation of today’s young people are not focused on the internal, personal significance aside competitiveness and external social side
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