THE ESSENCE OF THE CONCEPT OF "EDUCATIONAL MOTIVATION" IN EDUCATIONAL PSYCHOLOGY

Motivation is one of the main problems that have been considered in the psychological and pedagogical literature. Its importance for the development of modern psychology is associated with the analysis of the sources of human activity, the motivating forces of his activity, behavior. The answer to the question of what motivates a person to activity, what is the motive for which he carries it out, is the basis of its interpretation.

Motivation as the driving force of human behavior, of course, occupies a leading place in the structure of personality, permeating its main structural formations: personality orientation, character, emotions, abilities, activities and mental processes [4, p. 320].

Motivation is also called the internal determination of behavior and activity, which in many cases can also be caused by external stimuli, the human environment. But the external environment affects a person physically, while motivation is a mental process that transforms external influences into internal motivation [1, р. 29].

In case of internal motivation, the motive is the cognitive interest associated with this subject. In this case, gaining knowledge does not act as a means to achieve any other goals, but as the goal of the student's activity. Only in this case does the student's own activity take place as directly satisfying the cognitive need. In other cases, a person learns to satisfy other needs, not cognitive ones [3, p. 260].

There are 2 types of motives: internal and external.

Internal motives are of a personally significant nature, due to various needs: creative, cognitive, as well as the need for pleasure derived from the process of cognition and realization of one's personal potential.

External motives are characterized by the fact that mastering the content of an educational subject is not the purpose of teaching, but acts as a means to achieve other goals.

The motive of teaching is the student's focus on the sides of educational activity. For example, if the student's activity is focused on working with the object being studied (linguistic, mathematical, biological, etc.), then most often in these cases we can talk about various types of cognitive motives. If the student's activity is directed in the learning process towards relationships with other people, then in most cases we are talking about various social motives. In other words, some students are more motivated by the process of cognition itself during the teaching, while others are motivated by relationships with other people in the learning process [2, p.1044].

Accordingly, it is customary to divide motives into two large groups:

1) cognitive motives related to the content of educational activities and the course of its implementation;

2) social motives related to various social interactions of a teenager with other people.

Social motives are manifested in actions that indicate the student's understanding of duty and responsibility; positional motives — in the desire to contact peers and receive their grades, in initiative and assistance to comrades: motives of social cooperation — the desire to work in a team and implement rational ways of its implementation. There are five levels of learning motivation:

1. A high level of school motivation, educational activity (such children have a cognitive motive, the desire to most successfully fulfill all the requirements of the school). Students clearly follow all the teacher's instructions, are conscientious and responsible, and are very concerned about what grade they receive.

2. Good school motivation. (Students do a good job with learning activities). This level of motivation is the average norm.

3. A positive attitude towards school, but the school attracts such children only with extracurricular activities. At school, these children feel confident enough to communicate with friends and teachers. They like to feel like students, have a good briefcase and study supplies. Cognitive motives of such children are less formed, and the educational process attracts them little.

4. Low school motivation. These children prefer to skip classes. In the classroom, they often do the wrong thing in the classroom. They are experiencing serious difficulties in their educational activities. They have difficulty adapting to school.

5. Negative attitude towards school, school maladjustment. Such children have serious learning difficulties: they do not cope with lessons, have problems in relationships with teachers and communicating with peers [1, p. 30].

Thus, motivation has a great influence not only on his behavioral characteristics, but also, as a dynamic characteristic of personality, on the structure of a person's personality as a whole. Educational motivation significantly affects the motivational sphere of a person and determines the personal and social significance of the cognitive process. It develops under the influence of not only internal, but also external factors. We found out that there are several levels of educational motivation. It is important to evaluate all this when compiling an accurate and complete picture of the level of educational motivation of schoolchildren.