GENERAL AND PROFESSIONAL MOTIVES AS PERSONAL CORRELATES OF DEVELOPMENT OF STUDENTS` METACOGNITIVE ACTIVITY
Journal Title: Вісник Львівського університету. Серія психологічні науки - Year 2018, Vol 3, Issue
Abstract
The article analyzes the interconnection of metacognitive activity indicators with the indicators of general and professional motives of students. A preliminary pilot study was carried out, and the obtained data on the presence of interconnection of indicators of metacognitive activity with motives of students(motive for success, motive for failure, motive of involvement, motive for preventing neglect, motive power, internal and external motives, motives for choosing a profession, motives for studying in university, motives of professional activity). Such results became the basis for the substantiation of the theoretical model of motivational factors of metacognitive activity. It was decided that the most productive for determining the factors of the development of metacognitive activity of students is the allocation oftwo groups of motives: the first group – these are general motives that motivate a person to act in any life situations; second group – professional motives that encourage students to study. It has been established that with more favorable indicators of metacognitive activity such as beliefs in the possibility of development of intelligence, self-assessment of their successes and failures, inclusion in educational activities, interest in knowledge acquisition, related motivational features as a high level of motivation for success and a low level of motivation to avoid failures, a high level of engagement and a low level of neglect prevention, a high level of internal motives, and a low level of external motives. It is shown that with such indicators of metacognitive activity, such motivational features as interesting, creative work, knowledge acquisition, occupation, social significance of labor, self-affirmation in work and professional skills are connected. It is revealed that the empirical structure of general and professional motives related to the development of metacognitive activity is represented by six factors, which direct students to meet social expectations, achieve individual success, avoid general and social failures, serve the profession, immersion in work and interest. professional activity. The most significant is the social responsibility factor, which is accordingly called “socially deterministic utilitarian motivation”.
Authors and Affiliations
Анастасія Большакова, Ольга Зайцева
Keywords
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