Age Specifi city of the Relationship between the Emotional and Conceptual Components of Learning Motivation

Background. The work is devoted to the study of age and gender characteristics of the relationship of emotional reflection by high school students of objects-values of school life and their awareness of the reasons for the need for schooling (motivations).

Objective of this work was to study the gender and age characteristics of the relationship of emotional reflection by high school students of the objects-values of school life and their awareness of the reasons for the need for schooling (motivations).

Methods. The structure of the emotional attitude to the values of school life was revealed with the help of factor analysis of assessments according to the method of Semantic Differential. Variants of explanations-motivators of the reasons for attending school (70 variants) were identified using a special questionnaire. The degree of relationship between the identified factors of emotional attitude and motivations was assessed by calculating Pearson's correlation coefficients.

Sample. Pupils in grades 8 — 11 (aged 15 — 17) of two Moscow schools with a traditional learning paradigm took part in the survey voluntarily (with the consent of their parents). According to method 1 (semantic differential), a total of 346 students were interviewed, of which only 197 students were interviewed using method 2 (questionnaire). As a result, data were obtained for four groups of students consisting of 1) 46 junior (grades 8 — 9) and 2) 51 older (grades 10 — 11) boys, 3) 48 junior (grades 8 — 9) and 4) 52 older (grades 10 — 11) girls who underwent both methods simultaneously.

Results. As a result, it was found that in younger and older girls four emotional-motivational factors are distinguished, while in younger boys only three. The motivation of boys becomes more differentiated as they grow up (four factors are distinguished). The revealed interrelations between factors-motives of emotional attitude and variants of conscious explanation of the reasons for studying at school (motivations) reveal significant differences between students of different sex and age.

Conclusion. The degree and nature of coordination during development is largely determined by the type of dominant motivation for learning activity. For students with achievement motivation, self-affirming educational and educational cognitive motivation, the emotional and verbal level of attitude to the values of school life is well coordinated.

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