The issue of hierarchy and the psychological peculiarities of learning motivation of academic lyceums and professional colleges' students

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Khaydarov, F. I.
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서울대학교 교육종합연구원
교육연구와 실천, Vol.76, pp. 47-60
psychologylearning motivationpersonal trainingprofessionalizationencouragementeffectivenessdifferentiationhierarchyapproachrealizationpersonalization
The paper examines the issue on hierarchy and psychological peculiarities of

students' learning motives in academic lyceums and professional colleges. Besides

it, comparative analysis is carries out on research results from the point of view of

students' motives living in urban and rural life conditions. Ethno-psychological

peculiarities of learning motives of academic lyceums and professional colleges'

students are considered as well. A personality's motivational sphere plays an

important role in mastering the professional successfully. A strong positives

motivation performs a compensatory function in insufficient of knowledge, skills,

abilities and without special abolitions. The experiment held in institutions of higher

and professional education explored educational motives of students of professional

colleges and academic lyceums. Initial motivation to study for students in rural area

is of "personal character" (influence of parents, choice of friends) whereas the

urban students are motivated by "personal prestige" factors. At the same time it is

noted that in the transition from junior to senior courses, the indicator of

professional and cognitive motives is increasing. The leading ones are identified as

"professional motives" and "motives of personal prestige", "pragmatic motives" and

"cognitive motives".

Identification of main forms of students' motivation to study enables us to organize

educational process taking into account the individual characteristics of students,

which allows creating optimal for the realization of the potential of each student.

Thus the author suggests the new personalized approach in training aimed to

overcome the contradictions between the levels of training activities, witch

determine the programs and the real possibilities of each student. The author

identifies the concept of "individualization of learning" that means not absolute, but

relative personalization and recommends grouping the students basing on individual

of complexes of these features for training by using various curricula and syllabus.

In this way homogeneous classes or groups are created.
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College of Education (사범대학)Center for Educational Research (교육종합연구원)교육연구와 실천교육연구와 실천 vol.76 (2010)
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