When writing a work, students should use legal practice data, including published, which allows them to substantiate the theoretical conclusions of their work, to detect shortcomings in the activities of practical bodies, to reveal their causes, to outline possible ways and means of their elimination, to make their proposals on improving legislation and legal activity... It all forms empirical research base.

It is necessary to carefully prepare for the study of practice: to study the relevant legislation, regulations of ministries and departments, Resolutions of the Constitutional Court of the Russian Federation, guiding clarifications of the Plenum of the Supreme Court of the Russian Federation, analyze statistical data on issues of interest for previous periods of time.

On the topic of the term paper, the final qualifying work, it is imperative, as far as the topic allows, to study and generalize published jurisprudence for a certain period using for this "Bulletin of the Constitutional Court of the Russian Federation", "Bulletin" and "Bulletin" of the Supreme Court of the USSR, "Bulletin of the Supreme Court of the Russian Federation" and "Bulletin of the Supreme Arbitration Court of the Russian Federation", as well as various collections of judicial practice and materials of official statistics. In addition, these materials are available in reference legal systems and on the official websites of the Constitutional and Supreme Courts of the Russian Federation, the Kursk Regional Court and regional courts of the Kursk Region, the Judicial Department under The Supreme Court RF, the General Prosecutor's Office of the RF, the RF Ministry of Internal Affairs, the Investigative Committee of the RF and other federal authorities: www.ksrf.ru, www.supcourt.ru, www.oblsud.krs.sudrf.ru, www.cdep.ru, www.genproc. gov.ru, www.mvd.ru, www.sledcomproc.ru, respectively, and others.

When writing a term paper, if possible, and the final qualifying work is mandatory - students should use not only the data from published practice, but also conduct a personal study and generalization of forensic practice... Such a study is carried out according to a pre-developed plan (program), agreed with the scientific advisor. The study of practice in relation to a chosen topic may include the following components: statistical data, materials summarizing the work of the court, prosecutor's office, preliminary investigation bodies for specific regions, data from a sociological study (questionnaires, testing of practitioners on topical issues of the topic), examples from individual criminal cases confirming certain conclusions of the author.

Judicial practice materials(both published and personally collected) must be analyzed student. Their mechanical reproduction in work is not allowed without any comments. The cited examples from practice should be related to the specific situation of the work, the text of the work should contain an analysis of each cited source, characterize its significance for the topic under consideration. At the same time, certain assistance can be provided to the student guidelines on the generalization of forensic practice in coursework and diploma research, developed at the Department of Criminal Procedure and Criminalistics.

Term papers and final qualifying papers should include analyzed at least 3 judicial, administrative, investigative decisions or protocols of judicial, investigative, administrative actions, as well as materials of independently conducted sociological research, analysis of official statistics, etc. on the chosen topic, adopted, produced or reflecting period no later than 2 years before the start of work... If necessary (conducting a comparative analysis, the need to illustrate changes in the practice of applying legislation, other similar cases), it is allowed to use the empirical base relating to an earlier date.

5. Logical and legal structure of work. Planning

Term papers, final qualifying works are performed in the form text document - explanatory note , which can be supplemented, if necessary, with graphic material, both included and not included in the application to the work (drawings, diagrams, algorithms, graphs, demonstration sheets (posters), illustrations, photographs, slides, electronic presentations made in the Microsoft software environment PowerPoint) assembled or prepared in the course of the work.

By itself, the main part of the work can be accompanied by illustrations (graphs, sketches, diagrams, diagrams, etc.) and should disclose in a concise and clear form:

The creative concept of the work, the formulated goals that must be achieved, or the requirements that the given work must satisfy;

Statement of the problem, selection and justification of the way to solve the problem and methods of its implementation;

Analysis and specification of the solution;

Generalization of materials of legal practice;

After a preliminary study of the literature, you should compose rough draft of the plan(or several variants of the plan). As you study the literature or normative material, the plan can be refined, changed (the list of questions of the topic can be narrowed down or supplemented). The final work plan is agreed with the supervisor.

The outline can be simple when the topic of the work is divided into chapters or questions, without subdivision into smaller headings, as well as complex when each chapter is subdivided into paragraphs.

Coursework, final qualifying work must include structural elements in the sequence below:

Title page;

Exercise;

Abstract;

Introduction;

The main part is the research section;

Conclusion;

List of sources used;

Applications (if necessary).

Coursework volume should be 25-30 pages.

Minimum volume of final qualifying work(without attachments) is:

Undergraduate program - 70 pages;

Specialist program - 80 pages;

For the master's program - 90 pages.

Title page.

Cover sheet forms are given in the annexes to these guidelines:

Coursework - Appendix D;

Final qualifying work for the bachelor's program - Appendix E;

Final qualifying work under the specialty program - Appendix G;

Final qualifying work for the master's program - Appendix K.

Formulation of the topic in the assignment and title page the final qualifying work must strictly comply with its wording in the order for the university in the form given in Appendices A, B, C, D to these recommendations.

Exercise.

The assignment for term paper and final qualifying work is mandatory and contains the initial data necessary for solving the assigned tasks, ensuring the possibility of implementing the accumulated knowledge in accordance with the level of the student's professional training.

The implementation of the final qualification work can be carried out on specific materials of judicial and law enforcement agencies, lawyers' formations, which are the basis of educational, industrial and pre-diploma practices. The student must take an active part in the formulation of the assignment by the supervisor.

The work supervisor, together with the student, formulates an assignment corresponding to the subject of the course work or final qualifying work, which the student draws up in accordance with the requirements of these guidelines (Appendices A, B, C, D to these recommendations).

When filling out section 3 of the forms given in Appendices A, B, C, D to these recommendations, you should indicate the main regulatory legal acts on the basis of which the work is written.

Section 5 of the forms given in Appendices A, B, C, D to these recommendations is filled out if the preparation of graphic material is necessary when performing this work. If there is no need to prepare graphic material, then in section 5 of the forms given in Appendices A, B, C, D to these recommendations, it is written: "not provided."

The assignment form is filled in handwritten or typewritten.

Abstract.

An abstract for a term paper or final qualifying work is mandatory and is placed on a separate sheet (page). The recommended average abstract size is 850 characters. The abstract should not exceed one page.

The heading is the word "Abstract" (for an abstract on foreign language- the corresponding foreign term).

The abstract must contain:

Information about the amount of work, the number of illustrations, tables, applications, sources used, graphic material;

List of keywords;

Abstract text.

The list of keywords should include from 5 to 15 words or phrases that best characterize the content of the work and provide an opportunity for information retrieval. Keywords are given in the nominative case and written in lowercase letters in a line separated by commas.

The abstract text should reflect:

Research or development object;

Objective;

Method or methodology of work (research) and equipment;

The results obtained and their novelty;

Application area;

Social and social significance, economic or other efficiency of work;

If the work does not contain information on any of the listed structural parts of the abstract, then it is omitted, while the sequence of presentation is preserved.

The presentation of the material in the abstract should be short, accurate and comply with the provisions of GOST 7.9-95. Complicated phrases should be avoided.

Materials submitted on technical data carriers must be listed in the table of contents indicating the type of carrier, designations and names of documents, names and formats of the corresponding files, as well as the location of the carrier in the work.

Introduction.

The introduction should reveal the main idea of the course work, the final qualifying work. In him:

The choice of this topic is substantiated;

The relevance of the topic, its theoretical and practical significance is formulated;

The main directions of the development of the problem in the literature are stated, or vice versa, the undeveloped or controversial nature of this problem is noted;

Goal and tasks;

Subject and object of research (except for term paper);

Analysis of used literature and sources;

Your attitude to the selected topic is indicated.

In the introduction of the final qualifying work for the master's program, it is also recommended to formulate the elements of educational and scientific novelty and provisions submitted for public defense, as well as to summarize the results of scientific and practical approbation of the work.

The last sentence in the introduction: "Course work (final qualifying work) consists of an introduction, ... (number) chapters, conclusion, list of sources used."

The volume of the introduction should not exceed 10 percent of the size of the main part of the work.

Date of publication: 28.10.2017 11:37

The first part of the WRC in Psychology is a theoretical study. It involves the study of literature on the topic of research, generalization of the material, its analysis and structured presentation.

Graduation papers in many humanities disciplines contain only empirical research. But in psychology, researchers strive to test their theories in practice. Therefore, the second part of the course, diploma and master's work in psychology is an empirical study.

What is empirical research in psychology

The term "empirical" is synonymous with practical, associated with experience. Therefore, the second chapter of the diploma or coursework in psychology is also called the "Practical chapter" or "Experimental and experimental chapter."

The logic of the graduate work in psychology is as follows:

First, the student studies what other researchers have done within the framework of his chosen topic. Acquainted with theoretical models of psychological phenomena, as well as with the results of empirical research.
On the basis of a theoretical analysis of other people's work and his own ideas, the student develops a plan for his own empirical research.
Further, the student psychologist conducts an empirical study, analyzes its results and draws conclusions.

What is the essence of empirical research in psychology?

Its main feature is that it allows you to study the laws of the human psyche, the laws of thinking, emotional life, behavior, etc.

The main tool of empirical research in psychology is the tools of psychological diagnostics - tests, questionnaires, questionnaires, etc. With their help, the psychologist-researcher obtains empirical data, subjects them to mathematical analysis and, on its basis, draws conclusions about psychological patterns.

The results of empirical research in psychology claim to be a psychological law or regularity. This brings psychology closer to the exact sciences, for example, physics.

However, in psychology, there are many theories and models that are actively used in the practice of psychotherapy and counseling. But these models have not been empirically tested. However, the lack of empirical validity does not make these theories less valuable. This fact reflects the belonging of psychology to the humanities, where it is impossible to obtain accurate knowledge about the object.

The structure of empirical research

The structure of empirical research is reflected in the first paragraph of the second (practical) chapter of a course, diploma or master's work in psychology and includes the following elements.

The purpose of empirical research usually coincides with the purpose of the entire work. Most often, this goal can be associated either with the identification of relationships between psychological indicators, or with the identification of differences in the severity of psychological parameters in two groups of subjects, divided according to some criterion.

Empirical Research Objectives reflect the sequence of steps that must be taken to realize the goal of empirical research. For example, they can include:

Selection of psychodiagnostic techniques.
Sampling of empirical research.
Conducting psychodiagnostics and compiling a summary table of the results of psychological testing.
Qualitative analysis of the data obtained.
Statistical processing of the results of psychodiagnostics.
Interpretation of the results of mathematical processing.
Formulation of conclusions.

Empirical research hypothesis, as a rule, coincides with the hypothesis of the entire work and reflects the assumption about the relationship of indicators or their differences. There can be several hypotheses if the study uses many psychological indicators. Sometimes it is appropriate to formulate a general hypothesis, and then concretize it in several particulars. For instance:

General hypothesis: there are differences in motivation among employees of the organization of different genders.

Private hypotheses: 1) men are distinguished by a high degree of motivation to achieve success; 2) women are distinguished by a high degree of motivation for approval.

Sample of empirical research- these are the subjects or respondents who will participate in the testing. When forming the sample, it is important that all subjects have similar socio-demographic characteristics. The work usually indicates the gender, age, education of the respondents. If necessary, you can indicate family status, professional experience. The choice of characteristics is determined by the purpose and objectives of the study. For example, if the personal factors of professional burnout of teachers are being studied, then it is hardly necessary to indicate the number of children when describing the sample.

Empirical Research Techniques are the tools that a psychologist uses to obtain empirical data about psychological characteristics test subjects. There are the following types of techniques used in FQP in psychology:

Questionnaires. This type of technique involves interviewing the subjects about their socio-demographic characteristics, as well as some psychological characteristics. Questionnaires are not strictly reliable and valid psychological tools. Therefore, their data are for reference and auxiliary purposes.
Questionnaires and tests are psychological tools standardized according to certain rules. With their help, it is possible to obtain data on the psychological characteristics of the subjects. These data are considered valid and reliable, that is, reliable. This type of empirical research methodology is most often used in coursework, diploma and master's degrees in psychology.
Projective techniques also provide data on the psychological characteristics of the subjects, like questionnaires, but they are less standardized. Projective tests are rarely used in FQP in psychology, since their results are difficult to translate into numerical indicators. Projective techniques are more appropriate in clinical and psychotherapeutic practice for individual work.

The next important element of empirical research is the results of empirical research and their analysis. Considering its importance, let us dwell on it in more detail.

Empirical research results and their analysis

The meaning of empirical research in psychology is to obtain results and, after analyzing them, formulate a conclusion about some psychological laws.

There are several types of empirical research results, reflecting the successive stages of their processing.

The first type of empirical research results are test results. The respondents' answers to psychological questionnaires are processed by keys and entered into a summary table of results (it is usually placed in the appendix).
The second type of empirical research results is the results of statistical data processing. For example, a summary table of psychodiagnostic results is entered into a statistical program (for example, STATISTICA or SPSS) and correlations are calculated or differences are analyzed. These results are given in the text of the work and are accompanied by description and interpretation.

Usually, the analysis of the results of empirical research is carried out in two stages:

The first stage is a qualitative analysis of the data obtained using all psychodiagnostic techniques. It involves the construction of histograms or tables with distributions of indicators, as well as a chart of average values.
The second stage is statistical analysis of the data. This stage involves the presentation of the results of statistical calculations in the form of tables. A description of the results and their interpretation are provided below the tables.

Let us consider an example of the analysis of the results of an empirical study, the purpose of which was a comparative analysis of coping strategies of young people from Russia and the United States.

Let only one technique be used - the Questionnaire “Methods of Coping Behavior” by R. Lazarus and S. Folkman (adaptation by T. L. Kryukov, E. V. Kuftyak, M. S. Zamyshlyaev).

The sample included two groups of subjects: Group 1. Young people, citizens of Russia, 60 people (30 boys and 30 girls), age - from 20 to 25 years; live in Moscow; Group 2. Young people, US citizens, 60 people (30 boys and 30 girls), age - from 20 to 25 years; live in New York.

At the stage of qualitative analysis, we compare the structure of coping strategies in groups, presenting them in the form of a graph.

In fig. 1 shows the structures of coping strategies of young people from Russia and the United States.

Analysis of the data shown in Fig. 1 shows that in the group of subjects from Russia in the most to a greater extent such coping strategies as seeking social support and distancing are expressed. The least pronounced are escape-avoidance and self-control.

In the group of subjects from the United States, coping strategies such as planning a solution to a problem and taking responsibility were most pronounced. The least pronounced are escape-avoidance and confrontational coping.

Some common features of the structure of coping strategies in the groups of subjects can be noted. Young people from Russia and the United States have the least pronounced escape-avoidance coping, that is, regardless of citizenship, young residents of megalopolises are not inclined to overcome negative experiences in connection with difficulties by responding by the type of avoidance: denial of the problem, fantasizing, unjustified expectations, distraction etc. Such a result may reflect the specifics of life in a metropolis, where infantile forms of behavior in TZS do not allow achieving success.

It is also possible to note equally low values for confrontational coping, which means that young people from Russia and the United States are equally not inclined to resolve problems through conflicting behavior and outburst of emotions.

At the second stage of the analysis of the results of the empirical study, we conduct a statistical analysis of the data using the Mann-Whitney U-test, which allows us to identify statistically significant differences in the severity of coping strategies in the two groups.

The results of calculating significant differences in the coping strategies of young people from Russia and the United States are shown in Table 1.

Table 1. The results of calculating statistically significant differences in coping strategies and resilience of young people from Russia and the United States.

	Average values		Mann-Whitney U test	Statistical significance level (p)
	Russia	USA	Mann-Whitney U test	Statistical significance level (p)
Confrontational coping	43,6	44,3	1777	0,904
Distancing	62,1	49,0	1136	0,000*
Self-control	45,3	50,8	1348,5	0,018*
Search social support	65,7	49,3		0,000*
Taking responsibility	54,9	54,0	1690,5	0,565
Escape-avoidance	41,8	41,4	1718	0,667
Planning a solution to the problem	50,4	56,4	1293,5	0,008*
Positive revaluation	45,3	45,2	1760	0,834

* - the differences are statistically significant (p≤0.05)

Analysis of the data given in Table 1 leads to the following conclusions:

The level of the coping strategy “distancing” is statistically significantly higher in the group of young people from Russia. This means that, in comparison with Americans, Russian subjects are inclined to overcome difficult life situations at the expense of a subjective decrease in its significance and the degree of emotional involvement in it; they are mostly characterized by the use of intellectual methods of rationalization, switching attention, detachment, humor, devaluation, etc.

The level of the coping strategy “seeking social support” is statistically significantly higher in the group of young people from Russia. This means that, compared to Americans, Russian subjects tend to solve problems by attracting external (social) resources, seeking informational, emotional and effective support; they are characterized by an orientation toward interaction with other people, expectation of support, attention, advice, sympathy, and concrete effective help.

The level of the coping strategy "self-control" is statistically significantly higher in the group of young people from the United States. This means that, in comparison with Russians, American subjects are inclined to overcome difficult life situations by purposefully suppressing and restraining emotions, minimizing their influence on the perception of the situation and the choice of behavior strategy with high behavior control and a desire for self-control.

The level of coping strategy "planning a solution to the problem" is statistically significantly higher in the group of young people from the United States. This means that, in comparison with Russians, American subjects tend to overcome difficult life situations by purposefully analyzing the situation and possible options for behavior, developing a strategy for resolving the problem, planning their own actions, taking into account objective conditions, past experience and available resources.

It can be noted that there were no statistically significant differences in the indicators of vitality in the groups of young people from Russia and the United States. This means that, despite differences in coping strategies and TJS, a measure of the ability of young people from Russia and the United States to cope with stressful situation while maintaining internal balance and not reducing the success of the activity does not differ.

So, the analysis made it possible to identify the national characteristics of coping with TJS among young Russians and Americans.

Young people from Russia in difficult life situations tend to distance themselves from the situation and thereby reduce its significance for themselves, and this shows a certain contemplation of the Russian mentality. It is also shown that young people from Moscow are more inclined to resort to social support in TJS than their peers from New York, which can be seen as a reflection of collectivist tendencies in the Russian character as opposed to individualistic tendencies in the American one.

Young Americans are more likely than their Russian peers to show self-control and control over their behavior in TJS, which reflects the American national trait of emotional restraint. Also, young people from the United States, in contrast to their Russian peers, are more inclined to plan a solution to the problem, which reflects the propensity of Americans in general to be oriented towards success, which involves planning activities.

A brief description of a specific aggregation result. For example, “The level of the coping strategy“ distancing ”is statistically significantly higher in the group of young people from Russia.”
Extended description of the result of statistic processing. For example, “This means that, compared to Americans, Russian subjects tend to overcome difficult life situations at the expense of a subjective decrease in its significance and the degree of emotional involvement in it; they are mostly characterized by the use of intellectual methods of rationalization, switching attention, detachment, humor, devaluation, etc. "
Interpreting the result of aggregation. For example, “The revealed differences in the use of the“ distancing ”coping strategy, from our point of view, are associated with differences in the Russian and American mentality. In particular, with greater activity of Americans in foreign activities and greater contemplation of Russians. "
Summarizing conclusion based on the results of the analysis of statistical data: “So, the analysis made it possible to identify the national characteristics of coping with TJS among young Russians and Americans.
Young people from Russia in difficult life situations tend to distance themselves from the situation and thereby reduce its importance for ... (see above) "

Types of empirical research in WRC in psychology

Most often, in coursework, diploma or master's theses in psychology, within the framework of empirical research, it is supposed to state some psychological patterns. That is, to reveal what is and this type of research is called ascertaining.

For example, in the above example, we see the pattern ascertaining research- the researcher identifies the differences in coping strategies among students from the USA and Russia and does not influence the situation in any way.

However, in some cases, psychologists do not limit themselves to a statement, but want to somehow correct or improve the situation.

For example, a psychologist conducts a comparative analysis of anxiety in older preschool boys and girls. He gets some data, for example, that in the group of boys the number of children with a very high level of anxiety is statistically significantly higher than in the group of girls.

You can, of course, confine yourself to stating this fact. However, most often the task is to correct anxiety in children. This task is solved within the framework formative research.

Thus, the goal of the formative research is the correction (reduction) of any unfavorable psychological quality, which is excessively expressed in the subjects. This can be anxiety, aggressiveness, a tendency to deviant behavior, etc.

The goal of formative research can also be the development of some positive psychological quality that is not sufficiently developed in the subjects. This can be, for example, self-actualization, self-attitude, self-confidence, etc.

The forms of realization of the formative experiment can be various kinds of corrective or developmental programs, psychological trainings, etc.

And finally, the third type of empirical research in graduate qualifications in psychology is control study... Its purpose is to test how effective the program for the correction or development of any psychological quality has been.

As a rule, within the framework of the formative empirical research, the subjects are re-tested according to the methods that were used in the ascertaining research.

If the indicators have improved, for example, the aggressiveness of adolescents has decreased or the stress resistance of employees has increased, then the program or training is recognized as effective.

In coursework on psychology, only ascertaining research is carried out.

In the diploma and FQPs of a bachelor's degree in psychology, the ascertaining variants of empirical research are most often encountered, but it is also possible to use formative and control studies.

In psychology master's theses, topics are often encountered that involve the conduct of formative and control empirical research.

Empirical research implies the study and justification of any method or technique using reliable data. In other words, the research data has a factual basis, and in the process of studying them, reliable experience and proven statements are used.

Empirical research is carried out using various sociological surveys, questionnaires, consolidated archival data. Because of this, the empirical method is sometimes also called socio-psychological.

Literally the empirical method of research is called the "method of iron irrefutable facts." Often it is meant that the main factors in the study of this or that phenomenon should be only those aspects that a person can experience on himself physically.

Internal structure empirical level. It is formed by two sublevels: a) direct observations and experiments, the result of which is the observation data; b) cognitive procedures through which the transition from observation data to empirical dependencies and facts is carried out.

The basis for empirical research can be directly "practical sites" (real organization, school, a group of people of interest, etc.) and "artificial site" (laboratory, special premises where research is carried out, etc.).

The base of empirical research is the organization (institution) where the empirical research was conducted. As such, any institution or organization (education, healthcare, social sphere, industrial, commercial, structures of the Ministry of Emergency Situations, the Ministry of Internal Affairs, the Ministry of Defense, etc.) can act, the profile of which corresponds to the type of data sought in the study, and the conditions of activity allow organize empirical (including experimental) research and collect the necessary empirical material.

An important part of empirical research is the definition and justification of the research sample.

The sample is the subjects selected from the study population to participate in the study. Its main quality is representativeness, which determines the validity (reliability) of the study and is achieved by adequate methods of selecting subjects.

Selection and justification of research methods

When choosing a research methodology, it is necessary to take into account a number of factors: the goals and objectives of the research, the level of hardware equipment of the methodology, the complexity of the application and processing of data, the conditions for conducting the research.

Sources of empirical information and methods of working with them.

In journalism, there are two main groups of methods for studying reality: rational-cognitive (empirical and theoretical) methods and artistic method.

TO empirical methods based on the acquisition of knowledge as a result of direct contact with reality, include observation, paperwork, interviews and experiment.

Journalistic observation purposefully, consistently, systematically. Thus, it differs from ordinary observation, which is of a spontaneous nature. Journalistic observation is characterized by

· by way of organization: open (the journalist introduces himself) and hidden (the journalist does not introduce himself);

· by the degree of the journalist's fate: included (journalist direct participant) and unencumbered (journalist is only an observer);

· according to the terms of study of the subject: direct (direct observation) and indirect (indirect observation for a number of reasons - remoteness, hidden object);

· On a temporary basis: short-term and long-term.

Work with documents. In this case, documents mean not only official papers, but any evidence that may differ

· by type of fixation(printed, handwritten, magnetic tapes, etc.)

· by the degree of intendedness for printing(intended and not);

· by the field of activity that generated the document(household, industrial, scientific, reference and information, etc.).

There are two main methods of working with documents. Traditional (qualitative), assuming familiarity with the document and its interpretation. Formalized method building on content analysis, that is, the study of a large array of documents of the same type according to certain parameters.

Interview method includes any work based on the principle of a survey: a traditional interview, conversation, survey, questionnaire.

Experimental method has two forms. The first of them has long been known as "journalist changes profession." The second, in fact, is an experiment: the journalist specially simulates the situation and observes how it proceeds.

Theoretical substantiation of the problem of motivation learning activities... The structure and characteristics of motivation. Interest as a mechanism of educational motivation. Conditions for the formation of educational and cognitive motivation.

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INTRODUCTION ……………………………………………………………………… ..3

1.Theoretical substantiation of the problem of motivation of educational activity

1.1 Views of domestic and foreign scientists on the problem ……………… ... 5

1.2 The structure and characteristics of motivation ………………………………………… ..6

1.3 Cognitive activity. Interest as a mechanism of educational motivation ... .12

1.4 Conditions for the formation of educational and cognitive motivation ……………… ..15

2. Methodological foundations of empirical research …………………… .20

3.Analysis and interpretation of the results obtained …………………………… .22

CONCLUSION ………………………………………………………………… .25
LIST OF USED SOURCES ………………………………… 27
APPENDIX A (Mandatory) Summary table of empirical

Grade 5 Research ……………………………………… .29

APPENDIX B (Reference) Methodology questionnaire ………………………… .30

INTRODUCTION

The study of the process of motivation of cognitive activity and the results of this study continue to remain relevant in psychological and pedagogical science.At present, the modern school is still facing a rather acute task of increasing the effectiveness of teaching. This is primarily due to the fact that the volume of information that students must master is growing from year to year. It follows from this that the problem lies in finding such means and methods that would contribute to a lasting, meaningful assimilation of knowledge by students. One of the possible options is to build learning activities through the foundations of motivation.

In any activity, in educational, including when it comes to its productivity, there is: need, motive, concentration of attention, decision-making. Only such a chain can give a high-quality performance result.

The formation of motivation sometimes proceeds spontaneously, not being the subject of special purposeful systematic work. B.C. In this regard, Merlin rightly emphasizes that it is necessary "to control not only mental actions, but also the motives for acquiring knowledge." And indeed, if you do not control the motivational sphere of learning, then motivation regression can occur, its level decrease, motives can lose effectiveness, as it often happens where there is no purposeful management of this side of learning. The foregoing determines the relevance of studying the problem of motivation for learning. The motivational component is fraught with rich opportunities. Studies have found that the motivational sphere is more dynamic than the cognitive, intellectual one. Changes in motivation happen quickly.

The complexity of the study of motivation is also due to the fact that the student is encouraged to learn by a whole complex of motives, and not only enriching each other, but also conflicting. Motivation can manifest itself as a stable personality formation and as a component of activity (situational motives). Attention to each student, a thorough and comprehensive study of his educational capabilities and the determination on this basis of effective conditions for his development requires significant changes in the organization of training.

The methodological basis is the works of domestic and foreign scientists: L.V. Vygotsky (Aboutinterest as a natural engine child behavior ), A.K. Markova (On the problem of the formation of motives for learning at school age), I. Bozhovich (On the system of educational motivation), Ya.A. Comenius (On the principles of "short, pleasant, thorough teaching"), S.М. Bondarenko, D. Carnegie, V.G. Aseev (On an important feature of motivation), G.I. Shchukina (On the Features of Cognitive Interest), N.G. Morozov, P.I. Razmyslov (On the Conditions for the Occurrence of Cognitive Interests), etc.

The purpose of the research is to study the level of motivation and cognitive activity in studentsyounger adolescence.

Object of study -students of the 5th grade "a" of school № 51, Krasnoyarsk, in the amount of 16 people.

Research subject -motivation and cognitive activity of grade 5 students.

Research objectives:

Consider the problem of the development of the motives of the teaching of primary schoolchildren in the study of domestic and foreign scientists.
Choose a methodological toolkit.
Conduct research.
Analyze and interpret the research results.

Research methods:

methodology "Attitude to objects";
methodology "Scale of success";
methodology for determining school motivation A.G. Luskanova.

1. Theoretical substantiation of the problem of motivation of educational activity

1.1 Views of domestic and foreign scientists on the problem

Learning motivation is defined as a particular type of motivation included in learning activities, learning activities. Like any other type, learning motivation is determined by a number of factors specific to this activity. First, it is determined by the educational system itself, educational institution where educational activities are carried out; secondly, the organization of the educational process; thirdly, - the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, his interaction with other students, etc.); fourthly, by the subjective characteristics of the teacher and, above all, by the system of his relations to the student, to the work; fifth, - the specifics of the subject (Zimnyaya I.A.Pedagogical psychology-M, 1999, p. 224).

At primary school age, purposeful education and upbringing begins, the main activity of the child becomes educational activity, which plays a decisive role in the formation and development of all his mental properties and qualities. In the elementary grades, something that will develop and strengthen with age is laid. Therefore, teach and educate junior student Is a very important task. The solution to the difficult tasks of a child's education, the formation of his personality, to a great extent depends on the teacher's professional skill, erudition, kindness, love for children and the desire to understand each of them.

The problem of the formation of motives for learning at school age is investigated by A.K. Markov. She is deeply convinced that the formation of motivation for learning is the most important aspect of modern education. It consists of many factors changing and entering into new relationships with each other: social ideals, the meaning of teaching, its motives, goals, emotions, interests, etc. The study of the process of formation of motivation is unthinkable in a "student in general", outside of age and its specific psychological characteristics. Age features should not only be taken into account, but also based on these features when describing motivation.

The concept of "learning activity" is rather ambiguous. In a broad sense, it is sometimes seen as synonymous with learning, learning, and even learning. According to D.B. Elkonin, “educational activity is an activity that has as its content the mastery of generalized methods of action in the field of scientific concepts, ... such activity should be prompted by adequate motives. They can be the motives for acquiring generalized methods of action, or, more simply, the motives for their own growth, their own improvement. If it is possible to form such motives among students, then this will support, filling with new content, those general motives of activity that are associated with the position of the student, with the implementation of socially significant and socially assessed activities "(Gamezo MV, Petrova Ye.A. , Orlova L.M. Age and educational psychology - M, 2010. page 144)

Motivation as a psychological phenomenon is interpreted in different ways. In one case - as a set of factors that determine behavior.

In another - as a set of motives. In the third, as an impulse that causes the activity of the organism and determines its direction.

For unambiguous perception of the concept of "motivation" in this text, we will consider motivation as a dynamic process of the formation of motive.

V.G. Aseev believes that an important feature of human motivation is its bimodal, positive-negative structure. With positive motivation, a person is motivated to directly realize the need. Negative motivation, on the other hand, acts as a self-prohibition that inhibits incentives to fulfill the need.

Therefore, motivation, considered as a process, can theoretically be represented in the form of six successive stages.

This consideration of the process is rather arbitrary, since in real life there is no such clear delineation of stages and there are no separate processes of motivation.

First stage - the emergence of needs. The need manifests itself in the form that the student begins to feel that he is missing something. It manifests itself at a specific time and begins to "demand" from a person to find an opportunity and take some steps to eliminate it.

Second stage - search for ways to eliminate the need. Once the need has arisen and creates problems for the student, then he begins to look for opportunities to eliminate it: to satisfy, suppress, not notice. There is a need to do something, to do something.

Third stage - determination of goals (directions) of action. The student records what and by what means he must do, what to achieve, what to get in order to eliminate the need. At this stage, four points are linked.

Fourth stage- the implementation of the action. At this stage, the student spends efforts in order to carry out actions that, ultimately, should provide him with the opportunity to receive something in order to eliminate the need. Since the process of work has the opposite effect on motivation, then at this stage the goals may be adjusted.

Fifth stage - receiving remuneration for the implementation of the action. Having done a certain work, the student either directly receives what he can use to eliminate the need, or what he can exchange for the object he wants. At this stage, it becomes clear to what extent the implementation of the actions gave the desired result. Depending on this, there is either a weakening, or preservation, or an increase in motivation for action.

Sixth stage - elimination of the need. Depending on the degree of stress relief caused by the need, as well as on whether the elimination of the need causes a weakening or strengthening of the motivation of activity, the student either stops activity until a new need arises, or continues to look for opportunities and take actions to eliminate the need.

A motive is a complex psychological formation that the subject himself must build. It is impossible to form motives from the outside in the process of upbringing. From the outside, not motives are formed, but motivators. Learning motivation, like any other kind, is systemic. It is characterized by directionality, stability and dynamism.

At the same time, with age, there is a development of interacting needs and motives, a change in the leading dominant needs. So in the works of L.I. Bozovic and her co-workers “... Motivation for learning is formed from a number of constantly changing and entering into new relationships with each other motives (needs and meaning of learning for a student, his motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in a positive or aggravation of a negative attitude towards learning, but the complication of the structure of the motivational sphere, the motivations included in it, the emergence of new, more mature, sometimes contradictory relations between them, behind it. "

In the study of the problem of educational motivation, the connection between the level of mental development of students and development, the formation of their motivational sphere, motivation is noted.

A high initial level of mental development acts, on the one hand, as the most important condition for the implementation of the initial level of the child's motivation, on the other, as a condition for the formation of positive motivation in the process of educational activity.

At the same time, a direct relationship is established between a high level of mental development and emerging positive motivational tendencies, and vice versa. At the same time, a relationship was revealed between motivation, which is a prerequisite for educational activity, and the success of teaching children with high and medium motivation. (Zimnyaya I.A.Pedagogical psychology-M, 1999, p. 229).

« All possible ways it is necessary to inflame in children an ardent desire for knowledge and for learning, - wrote the founder of scientific pedagogy Ya.A. Comenius, - the method of teaching should reduce the difficulty of teaching so that it does not arouse displeasure in the students and does not turn them away from further knowledge. " (Methodical recommendations: Motivation as the basis of educational activity / Edited by V.N. Rozhentseva- Norilsk 2002, p. 13)

1.2 Structure and features of motivation

Motivation is one of the important characteristics of learning activity. It affects not only cognitive activity and the desire to learn, but also the success, efficiency and effectiveness of educational activities. “The motivation for learning is formed from a series of constantly changing and entering into new relationships with each other motives (needs and meaning of learning for the student, his motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in a positive or aggravation of a negative attitude towards learning, but the complication of the structure of the motivational sphere, the motivations included in it, the emergence of new, more mature, sometimes contradictory relations between them. " In this regard, let us dwell on the creation of the necessary conditions conducive to the formation of positive motivation for learning.

It has been established that in different periods of the development of society, certain groups of motives of schoolchildren's learning prevail and that groups of motives are in a dynamic connection with each other, combining in the most bizarre way depending on the conditions that arise. From this combination, the driving force of the teaching arises, the character, direction and magnitude of which are determined by the total action of motives.

Motives have an unequal power of influence on the course and results of the didactic process.

Learning activity is always multi-motivated. The system of educational motives intertwinesexternal and internal motives.

External motives come from teachers, parents, class, society as a whole and take the form of prompts, hints, demands, instructions, prodding or even coercion. They, as a rule, act, but their action often meets the internal resistance of the individual, and therefore cannot be called humane. External aspects are most pronounced in the motives for studying for the sake of material reward and avoiding failure. It is necessary that the student himself wants to do something and does it (Podlasy I.P. Pedagogy: 100 questions - 100 answers - M, 2001. P182).

Intrinsic motives include such as their own development in the learning process; acting with others and for others; cognition of the new, the unknown. Motives such as the understanding of the need for learning for later life, the learning process as an opportunity for communication, praise from significant persons, are quite natural and useful in the learning process, although they can no longer be fully attributed to internal forms of learning motivation. Motives such as study as forced behavior are even more saturated with external moments; the learning process as a habitual functioning; learning for leadership and prestige; striving to be in the center of collection. These motives can have a noticeable negative impact on the character and results of the educational process. One of the main tasks of the teacher is to increase the proportion of internal motivation for learning in the structure of student's motivation. The development of internal motivation for learning occurs as a shift of the external motive to the goal of learning.

Each step of this process is a shift from one motive to another, more internal, closer to the goal of the teaching. Therefore, in the motivational development of a student, one should take into account, as well as in the learning process, the zone of proximal development. The shift of the motive to the goal depends not only on the nature of the pedagogical influences, but also on what kind of personal soil and the objective situation of learning they fall on. So necessary condition developmental shift of motive to the goal is the expansion of the life world of the student (Methodical recommendations: Motivation as the basis of educational activity / Edited by V.N. Rozhentseva-Norilsk 2002. p-10)

The shift of the motive to the goal depends not only on the nature of the pedagogical influences, but also on what kind of personal soil and the objective situation of learning they fall on. Therefore, a necessary condition for a developmental shift of motive to a goal is the expansion of the student's life world.

The development of intrinsic motivation for learning is an upward movement. It is much easier to move down, therefore, in the real pedagogical practice of parents and teachers, such “pedagogical reinforcements” are often used, which lead to a regression of the motivation for learning in schoolchildren. They can be: excessive attention and insincere praise, unjustifiably high grades, material encouragement and the use of prestigious values, as well as harsh punishments, belittling criticism and ignoring attention, unjustifiably underestimated grades and deprivation of material and other values. These influences condition the student's orientation towards the motives of self-preservation, material well-being and comfort.

Exists conscious and unconscious motives. The first are expressed in the ability of the student to tell about what reasons prompt him to action, to build motives according to the degree of significance. Unconscious motives are only felt, exist in vague, uncontrollable drives, which nevertheless can be very strong.

Finally, real motives are distinguished, perceived by students and teachers, objectively determining school achievements, and imaginary motives (contrived, illusory) that could act under certain circumstances. the didactic process should be based on real motives, simultaneously created the prerequisites for the emergence of new, higher and more effective motives that exist at the moment as promising in the improvement program. (Podlasy I.P. Pedagogy: 100 questions - 100 answers - M, 2001, p-184).

All of these teaching motives can be divided into two broad categories. Some of them are related to the content of the educational activity itself and the process of its implementation; others with the child's broader relationship with the environment. The first include the cognitive interests of children, the need for intellectual activity and mastering new skills, skills and knowledge; others are related to the child's needs in communicating with other people, in their assessment and approval, with the student's desire to take a certain place in the system of social relations available to him. (

The first group is the motives inherent in the educational activity itself,directly related to the content and process of learning, ways of assimilating knowledge, that is, cognitive interests.The student is encouraged to learn by the desire to learn new facts, to overcome difficulties in the process of cognition, to master knowledge, methods of action, to penetrate the essence of phenomena, the desire to show intellectual activity, to reason, to overcome obstacles in the process of solving problems, that is, the child is carried away by the process of solving problems, and not just the results you get. The basis of motivation is a cognitive need, which is born from the need for external impressions and the need for activity and begins to manifest itself early.

The second group of motives is motives associated with what lies outside the educational activity itself, that is, broad social motives consisting in the orientation of schoolchildren to master new knowledge, consisting in the desire to acquire knowledge in order to be useful to the Motherland, society, in understanding it is necessary study, in a sense of duty and responsibility, the desire to finish school well.The desire to be cultural, developed, i.e. motives for self-improvement and focus on self-improvement of methods of obtaining additional knowledge, i.e., motives for self-education. L. I. Bozhovich attached great importance to broad social motives, based on which she considered the motives of duty and responsibility to society, class, teacher, parents; motives for self-determination (understanding the meaning of knowledge for the future) and self-improvement (to be developed as a result of learning).

For the moral education of students, it is far from being indifferent what the content is.broad social motivestheir learning activities. Broad social motives can embody the true social needs of the student.

Gradually, schoolchildren develop their own sphere of life, there is a special interest in the opinion of their comrades, regardless of how the teacher looks at this or that. At this stage of development, not only the teacher's opinion, but also the attitude children's collective ensures that the child experiences a state of greater or lesser emotional well-being.

Broad social motives are so important at this age that, to a certain extent, they also determine the direct interest of schoolchildren in the educational activity itself.

For children of different ages and for every child, not all motives have the same incentive. Some of them are the main, leading, others - secondary, secondary, not having an independent meaning. The latter are always in one way or another subordinated to the leading motives. In some cases, such a leading motive may be the desire to win the place of an excellent student in the class, in others - interest in knowledge itself (Dubrovina I, V. Age and Pedagogical Psychology-M.2006.s-111).

A group of narrow-minded motives stands out:

a) wellbeing motivation, consisting in striving to take a certain position, a place in relations with those around them, recognition, to get approval and a good mark at any cost, to earn the praise of a teacher or parents and a decent reward for their work, i.e., narrow social motives. They manifest themselves as an orientation towards erudition, are realized as satisfaction from the learning process itself and its results;

b) Motivation to achieve success- in children with high academic performance, the motivation for achieving success is clearly expressed - the desire to do a good job, to correctly complete the task, to get the desired result. In primary school, this motivation often becomes dominant. Success motivation, along with cognitive interests, is the most valuable motive and should be distinguished from prestigious motivation.

c) the desire to be the first student, to take a worthy place among the comrades is determinedprestigious motivation.Prestigious motivation, less common than achievement motivation, is characteristic of children with high self-esteem and leadership inclinations. It encourages the student to learn better than his classmates, to stand out among them, to be the first, to take a worthy place among his comrades. If sufficiently developed abilities correspond to prestigious motivation, it becomes a powerful engine for the development of an excellent student who will, at the limit of his working capacity, achieve the best learning outcomes... Individualism, constant rivalry with capable peers and neglect of others distort the development of the personality of such children. In addition, as they grow up, they achieve high productivity, but turn out to be incapable of creativity: the desire to do everything better and faster than others deprives them of the opportunity to concentrate on the content of the work itself, the possibility of creative searches, and deepening in the process of solving a problem problem.

If, on the other hand, prestigious motivation is combined with average abilities, deep self-doubt, usually not realized by the child, along with an overestimated level of aspirations, leads to affective reactions in a situation of failure.

There are also negative motives: the desire to avoid trouble on the part of teachers, parents, classmates.

Motivation to avoid failure, children try to avoid the two and the consequences that this mark entails - not the satisfaction of the teacher, the sanctions of the parents (they will scold, they will dislike walking, watching TV).

Unsuccessful children also have a specialcompensatory motivation.These are secondary motives in relation to educational activities, allowing to establish themselves in another area - in sports, music, drawing, in caring for the younger family members, etc. When the need for self-affirmation is satisfied in some area of activity, low academic performance does not become a source of difficult feelings for the child. Usually a child comes to school with a positive motivation. So that his positive attitude towards school does not fade away, the teacher's efforts should be directed to the formation of a stable motivation for achieving success, on the one hand, and the development of educational interests, on the other. The formation of a stable motivation for achieving success is necessary in order to blur the "position of the unsuccessful", to increase the self-esteem and psychological stability of the student. High self-esteem by unsuccessful students of their individual qualities and abilities, their lack of an inferiority complex and lack of self-confidence play a positive role, helping such students to establish themselves in the activities that are feasible for them, are the basis for the development of educational motivation. (Kulagina I.Yu., Kolyutsky V.N. Age psychology-M, 2010, p-263)

1.3 Cognitive activity. Interest as a mechanism of educational motivation

Cognitive activity is an interest in learning activities, in acquiring knowledge, in science. The emergence of cognitive activity depends primarily on the level of development of the child, his experience, knowledge, the soil that feeds interest, and on the other hand, on the way the material is presented. It is one of the most significant factors of the educational process, the influence of which is undeniable both on the creation of a bright and joyful atmosphere of learning, and on the intensity of the cognitive activity of students.

The first thing that is the subject of cognitive activity for schoolchildren is new knowledge. That is why a deeply thought-out selection of the content of educational material, showing the wealth inherent in scientific knowledge, is the most important link in the formation of interest in learning.

One of the constant powerful motives for the student's activity is interest, that is, the real reason for actions, which the student perceives as especially important. Interest can be defined as a positive evaluative attitude of the subject to his activities (Podlasiy I, P. Pedagogy: 100 questions - 100 answers, -M, 2001. p-186).

Interests, desires, intentions, tasks and goals play an instrumental role in the system of motivational factors. In the formation of educational motivation, undoubtedly, interest is especially significant. In the presence of a stable interest, the process of developing his cognitive functions and vital skills is greatly facilitated. The child's interest in new things becomes a motive for research activity, one that Jean Piaget calls "active experimentation and the discovery of new possibilities." Any teacher knows that an interested student does better. A student who is interested in the topic under study has a desire to explore, expand his horizons by obtaining new information. (Scientific and methodical journal: Elementary school / edited by V.G. Goretsky 2008. p-33).

L.S. Vygotsky writes: “Interest is, as it were, a natural engine of children's behavior; it is a true expression of instinctive striving, an indication that the child's activity coincides with his organic needs. That is why the basic rule requires the construction of the entire educational system on precisely taken into account children's interests ... "

“The whole question is,” continues L.S. Vygotsky, - how much interest is directed along the line of the subject being studied, and is not associated with the influence of rewards, punishments, fear, desire to please, etc. was as it should be directed. Finally, the third and final conclusion of the use of interest prescribes to build the entire school system in close proximity to life, to teach children what interests them, to start with what is familiar to them and naturally arouses their interest. "

The first general regularity operating in the sphere of interests is their dependence on the level and quality of students' knowledge, the formation of the methods of mental activity; another equally general and important regularity is the dependence of the interests of students on their attitude to teachers. They learn with interest from those teachers who are loved and respected.

Characterizing interest as one of the components of educational motivation, it is necessary to pay attention to the fact that in professional pedagogical communication the term interest is often used as a synonym for educational motivation. Interest is defined “as a consequence, as one of the integral manifestations of complex processes in the motivational sphere,” and here the differentiation of the types of interest and attitudes towards learning is important. According to A.K. Markova, interest in learning can be broad, planning, effective, procedural-meaningful, educational-cognitive and transformative.

On the basis of interest in learning activities in children, specially cognitive interests are formed, i.e. striving to learn new things within a certain academic subject. This desire arises only when children begin to study mathematics or Russian, history or natural history.

Research by G.I. Shchukina, N.G. Morozova, P.I. Razmyslov and other authors have shown that the cognitive interests of schoolchildren arise and are consolidated depending on several conditions.

1. The correct ratio of the new and the already known is an essential condition for the emergence of cognitive interest in children. This means that it is necessary for schoolchildren to have some knowledge about natural phenomena, about actions with numbers, about the composition of a word in order to arouse a deeper interest in the corresponding academic subjects. The teacher must be able to show the new content in the old, known: signs, properties, relationships with other objects.

2. The opportunity to use their initiative, their activity for the creative transformation of the subject increases the student's interest in work.

3. Interest arises and is supported by the achieved success of the activity.

4. The discovery for the children of the practical use of the material under study, its application in the life of people is of great importance for the strengthening of interest.

5. The interest of children in the subject increases when they meet in the teacher a person who is passionate about his work and possesses the skill of imparting knowledge to children, who is able to richly, fully, colorfully present educational material.

6. The formation of educational and cognitive interests is greatly facilitated by all extracurricular and extracurricular work.

The importance of creating conditions for the emergence of interest in the teacher, in learning (as an emotional experience of satisfying a cognitive need) and the formation of interest itself has been noted by many researchers. Based on the system analysis, S.M. Bondarenko named the main factors that contribute to making the teaching interesting for the student. According to this analysis, the most important prerequisite for creating an interest in learning is the upbringing of broad social motives of activity, an understanding of its meaning, an awareness of the importance of the studied processes for one's own activity.

From the very beginning of the educational activity of junior schoolchildren, there have been significant changes in the direction of their interests. Scientists distinguish, firstly, the desire of a seven-year-old child to take a new, attractive position in society - the position of a schoolchild. This means: walking, like all older guys, to school, wearing a knapsack, or, even better, a briefcase, sitting at a desk, wearing a uniform, etc.

However, such an aspiration to the external position of the student is rapidly fading away. This need, like any other, disappears after it is satisfied. If in the early days little schoolboy really joyfully experiencing his new position among other children and in his family, then during the first weeks these experiences fade and finally disappear altogether. The new, becoming everyday and familiar, loses its shade of mysterious unknown and attractiveness. The motive to want to become a schoolboy ceases to work.

Describing the features of cognitive interest, G.I. Shchukina notes the following as its essential features:

a) the intellectual orientation of the search for something new in the object, the desire to get to know the subject more closely, to learn it deeply and versatile;

b) the student's conscious attitude to the subject of his interest and to the task facing him in the knowledge of this subject;

c) emotional coloring: interest is always associated with the desire to learn something, the joy of seeking, the bitterness of failure and the triumph of discoveries;

d) expression in volitional action: interest directs the student's efforts to discover new sides and features of the subject.

Among the variety of ways and means developed by practice for the formation of sustainable cognitive interests, we will single out:

enthusiastic teaching of the lesson, the novelty of the educational material;
historicism; connection of knowledge with the destinies of people who discovered them;
showing practical application knowledge in connection with the life plans and orientations of schoolchildren;
the use of new and non-traditional forms of teaching, alternation of forms and methods of teaching;
problem learning, heuristic learning, computer-assisted learning;
the use of multimedia systems, the use of interactive computer tools,
peer education (in pairs, micro groups);
testing knowledge, skills, showing the achievements of students;
creating situations of success, competition (with classmates, yourself), creating a positive microclimate in the classroom, trust in the trainee,
pedagogical tact and skill of the teacher, the teacher's attitude to his subject, to the students;
humanization of school relations. (Podlasiy I, P. Pedagogy: 100 questions - 100 answers, -M, 2001. p-187).

1.4 Conditions for the formation of educational and cognitive motivation

The development of the motivational and cognitive sphere of students is facilitated by a skillful combination of various methods, means and organizational forms used by the teacher in teaching. The teacher needs to be able to optimally correlate the functions performed by one or another group of methods ("live contemplation" when observing, abstract thinking when using verbal methods, the implementation of practical actions), the nature of the content of the topic being studied, the ability of students to assimilate the material in order to select those teaching methods and means that will allow, in these conditions, to form educational and cognitive motivation and achieve the set goals.

In the system of motives that induce schoolchildren to educational activity, the main place is occupied by the significance of the learning process itself as a socially valuable activity. This motive determines the positive attitude of children to activity, even if it is devoid of direct cognitive interest for them.

Studies of the cognitive motives of learning that exist today reveal a low incentive force throughout almost the entire period of childhood under consideration.

The aspect of cognitive motivation is important - educational and cognitive motives, motives for self-improvement. If a child in the learning process begins to rejoice that he has learned something, understood, learned something, it means that he develops a motivation that is adequate to the structure of educational activity. Unfortunately, even among the well-performing students, there are very few children with educational and cognitive motives.

High level motivation for learning is necessary for achieving success in learning, and in this, the contribution of motivation to the overall success of the student's activity can be considered on a par with the cognitive abilities of the student. Sometimes a less capable student, but with a high level of motivation, can achieve better results in studies, because he strives for this and devotes more time and attention to learning. At the same time, an insufficiently motivated student may have insignificant academic success, even in spite of his peculiarities.

The low level of action of cognitive motives on the educational activity of the child in the first and second years of schooling is natural. Such motives are not acquired with the knapsack, but are gradually formed in the process of learning itself, and the responsibility for this lies primarily with the teacher and the parents. At the same time, cognitive motives require special actions for their formation, otherwise, with the saturation of some need, for example, the need for a student's position, the child's learning success sharply decreases.

For the formation of a full-fledged motivation for the teaching of schoolchildren of primary adolescence, it is important to provide the following conditions:

To enrich the content with personally oriented interesting material;

To affirm a humane attitude towards all students - capable, lagging behind, indifferent;

Meet the cognitive needs and needs of students;

Organize interesting communication between children;

Enrich thinking with feelings;

Develop curiosity;

Form an active self-assessment of your capabilities;

Affirm the desire for self-development, self-improvement;

Use effective support for children's initiatives;

To foster a responsible attitude towards educational work.

Children are curious. They are especially attentive to new and unknown circumstances. Attention falls when the learners are presented with the knowledge they know. Here is how L. S. Vygotsky writes about this: “The general psychological rule for developing interest will be the following: in order for an object to interest us, it must be associated with something that interests us, with something already familiar, and at the same time it must always contain some new forms of activity, otherwise it will remain ineffective. The completely new, like the completely old, is not able to interest us, to arouse interest in any object or phenomenon. Therefore, in order to place this subject or phenomenon in a personal relationship with the student, it is necessary to make its study a personal matter of the student, then we can be sure of success. Through children's interest in a new children's interest - this is the rule. " Students willingly engage in various intricate problems. Therefore, they are happy to solve riddles, crosswords, etc.

The search for explanations is prompted by contradictions. Children strive to comprehend and organize the world around them. When faced with contradictions, they try to give them an explanation.

A strong factor influencing the change in motivational structures is a problematic situation that confronts students with a difficulty that they cannot solve with the help of their existing stock of knowledge. Faced with difficulty, they are convinced of the need to acquire new knowledge or apply old in a new situation.

Only the work that requires constant tension is interesting. Lightweight material that does not require mental exertion does not arouse interest. Overcoming difficulties in learning activity is the most important condition for the emergence of interest in it. The difficulty of the educational material and the educational task leads to an increase in interest only when this difficulty is feasible, surmountable, otherwise the interest quickly falls.

The teaching material and teaching methods should be sufficiently (but not excessively) varied. The novelty of the material is the most important prerequisite for the emergence of interest in it. However, cognition of the new should be based on the knowledge that the student already has. The use of previously acquired knowledge is one of the main conditions for the emergence of interest. An essential factor in the emergence of interest in educational material is its emotional coloring, a living word of the teacher. The educational material should be bright and emotionally colored.

These provisions can serve as a specific program for organizing the educational process, specifically aimed at the formation of interest. As a result, in order to form the motivation of the teaching of younger students, the following conditions are necessary:

Learning activities should be organized so that the child is actively involved in the process of independent search and "discovery" of new knowledge. Solved problems of a problematic nature.
Learning activities should be varied. Monotonous material and monotonous methods of presenting it very quickly make children bored.
It is necessary to understand the importance of the presented material.
New material should be well connected with those that the children have learned before.
Neither too easy nor too difficult material is of interest. The educational tasks offered to children should be difficult, but feasible.
It is important to evaluate positively all the successes of the guys. A positive assessment stimulates cognitive activity.

Many students who are lagging behind in learning are intellectually passive. They show interest most often in the lightest, non-core disciplines, sometimes only in one, say, physical education or singing. Difficult, obscure academic subjects associated with consistently low grades rarely generate cognitive interest.

The negative attitude of schoolchildren towards learning is characterized by poverty and narrowness of motives, weak interest in success, focus on assessment, inability to set goals, overcome difficulties, unwillingness to learn, negative attitude towards school and teachers.

Indifference has the same characteristics, but implies the ability and ability to achieve positive results when changing orientation.

The attitude of schoolchildren to learning is usually characterized by activity (learning, mastering the content, etc.), which determines the degree (intensity, strength) of the student's “contact” with the subject of his activity. The following components are distinguished in the structure of activity:

Willingness to complete educational assignments;

Striving for independent activity;

Conscientiousness of completing tasks;

Systematic training;

The desire to improve your personal level, etc.

Another important aspect of the motivation of schoolchildren's learning is directly linked to activity - independence associated with the definition of the object, means of activity, its implementation by the students themselves without the help of adults and teachers. Cognitive activity and independence of schoolchildren are inseparable: more active schoolchildren, as a rule, are more independent, insufficient student's own activity makes him dependent on others and deprives him of independence.

The management of the activity of schoolchildren is called activation. It can be defined as a constantly ongoing process of motivation for energetic, purposeful learning, overcoming passive and stereotyped activity, decline and stagnation in mental work.

For the development of educational and cognitive motivation, the style of interaction between the teacher and students is important. Humanistic psychology considers an important condition for the formation of activity motivation to use in the course of training such a form of pedagogical communication in which the child would feel not only as a learner (i.e., as an object), but also as an independently acting personality (i.e., as a subject) ... This form of communication is cooperation. At the same time, the child feels confidence in himself, respect for his personality, with which, as he has the opportunity to make sure, they are considered, whose opinion is valued.

The emotional background of the lesson is the formation of educational and cognitive motivation. A teacher, in order to achieve results, must know for himself that for the creative activity of students, first of all, positive emotional states are needed, which will then contribute to the independent free movement of students in the information space.

2. Methodological foundations of empirical research.

The work was carried out as part of a term paper (experimental psychology). Students of grade 5 "a" took part in the research. The purpose of the practical research was: to consider the ways of formation of educational and cognitive motivation.

The problem of motivation in psychology has been studied extensively. But, despite the large number of studies in this area, as well as the appeal of a number of authors to the study of the characteristics of motivation for learning in schoolchildren, this problem cannot be considered solved in many aspects. Moreover, the results of specific studies are often contradictory.

To study the level of satisfaction with the studied subjects and cognitive activity, the methodology "Attitude towards objects" was used.

The subjects are offered a list of school subjects that they are currently studying in the school curriculum (ten subjects) (Appendix A). Next to each item, it is suggested to put a letter:

Red - the subject is like (k)

Black - don't like it (h)

Green - sometimes I like it, sometimes I don’t like it (h)

Within twenty seconds, it is proposed to put letters in front of school subjects.

Processing of results:

The letters K (red) and H (black) are counted and the level of satisfaction with school subjects is determined. For example, this result: red - 9, black - 1, (9-1). Only the number of reds counts.

High level: 8-10 points

Average level: 4-7 points

Low level: from 3 and below.

To determine the level of self-esteem of students in educational activities, the methodology "Scale of success" was used

The methodology was carried out on the same sheet with a list of school subjects studied by the subjects. The teacher asked to determine how successful you are in learning different subjects. Next to each subject, you were asked to put one of these numbers, how successful you yourself feel. Below is the scale of responses:

1.- very successful

3. - Sufficiently successful

5. - not successful at all

After that, options 2 and 4 are offered, intermediate options, if the child cannot say for sure.

Processing of results:

Only answers 1 and 2 or 5 are counted. Numbers 1 and 2 are written first, for example (9 - 1), and the sum of fives second (9-1).

The first number is compared from the methodology "Attitude towards objects" and from the methodology "Scale of success". If both numbers are equal or close to each other (the difference is 1-2 units), then the self-assessment of success is adequate.

If the indicator from the methodology “Attitude towards objects” is less than the indicator of the methodology “Scale of success” by 3 or more units, then the self-esteem of the subject is overestimated.

If the indicator of the "Attitude towards objects" method is greater than the indicator of the "Success scale" method, then the self-esteem of the subject is underestimated.

It may be an option that both indicators are low, which means that the subject's self-esteem is consistently low.

To determine the level of development of educational motivation, during the lessons, we offered the children a questionnaire by N.G. Luskanova.

This questionnaire was used for individual examination of children. This option of presenting the questionnaire made it possible to obtain more sincere answers of children to the questions of the questionnaire than an oral survey. We asked schoolchildren to underline all answers that were appropriate for them (Appendix B).

When analyzing the students' answers, we evaluated the answers in points:

The child's response, indicating his positive attitude towards school and his preference for learning situations, was assessed at 3 points;

A neutral answer (I don’t know, it happens in different ways, etc.) was estimated at 1 point;

The answer, which makes it possible to judge the child's negative attitude to a particular school situation, was assessed in O points.

Grades of 2 points were not included, since the mathematical analysis showed that with grades of 3, 1 and O points, it is possible to more reliably divide children into groups with high, medium and low motivation.

3. Analysis and interpretation of the results obtained

The study was carried out at school 51 in the city of Krasnoyarsk.

Research using the “Scale of Success” methodology showed thatan adequate self-assessment of learning activity is formed in 81% of class students. This suggests that children correctly assess their successes, opportunities and failures. They adequately relate to the requirements, comments of teachers, draw the right conclusions in order to change the situation.

Low self-esteem is characteristic of 19% of children. These children, as a rule, are unsure of their own abilities, sometimes they regard successes as an accident, focus on failures in educational activities, and worry about receiving unsatisfactory grades.

For students in the class, overestimated self-esteem is not typical.

The result of this technique is shown in the diagram (Figure 1).

Figure 2 - Percentage of self-assessment of the success of educational activities

The next stage of the study was to determine the level of motivation of students with low and adequate self-esteem using the methodology “Determination of school motivation by A.G. Luskanova. Students with adequate self-esteem are more characterized by an average level of motivation. Among students with low self-esteem, the average level of school motivation is clearly expressed. With average indicators of school motivation, the child has a positive attitude towards school; understands the teaching material; learns the basics of the program; independently solves typical tasks; attentive when performing tasks, assignments, instructions, but requires control; focused on interest, prepares for lessons, carries out assignments; is friends with many children in the class.

Further, the study was carried out according to the methodology "Attitude towards objects" among students with underestimated and adequate self-esteem, which shows the level of satisfaction with the studied objects and cognitive activity. More than 50% of students with adequate self-esteem have an average level of cognitive activity.The student's activity is manifested only in certain learning situations (interesting lesson content, teaching methods, etc.); determined mainly by emotional perception.It is characterized by the student's desire to identify the meaning of the studied content, the desire to learn the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.For an equal number of percentages, pupils of this self-esteem have an overestimated and a low level of educational motivation.

For students with low self-esteem, a low level of cognitive activity prevails.

High level of motivation, found in students with adequate self-esteem,characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their interconnections, but also to find a new way for this purpose.A characteristic feature is the manifestation of high volitional qualities of a student, perseverance and perseverance in achieving goals, broad and persistent cognitive interests. This level of activity is provided by the excitement of a high degree of mismatch between what the student knew, what was already encountered in his experience and new information, a new phenomenon. Activity, as a quality of an individual's activity, is an integral condition and indicator of the implementation of any principle of learning.

Low level of student motivationcharacterized by the student's desire to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is distinguished by the instability of the student's volitional efforts, the lack of interest among students in deepening knowledge, the absence of questions such as: "Why?"

Research results have shown that pupils of early adolescence are characterized by average levels of cognitive activity and motivation. Interest in learning is not high and they treat learning activities as something due and obligatory.

To increase and maintain educational motivation and a sustainable positive attitude towards school, teachers and parents need to take into account and influence those components on which educational motivation largely depends:

interest in information, which is the basis of cognitive activity;
self confidence;
focus on achieving success and belief in the possibility of a positive result of their activities;
interest in people organizing the learning process or participating in it;
the need and opportunity for self-expression,
acceptance and approval by significant people;
actualization of the creative position;
awareness of the significance of what is happening for oneself and others;
the need for social recognition;
the presence of positive experience and the absence of a state of anxiety and fear;
the value of education in the ranking of life values (especially in the family).

CONCLUSION

The main motivating component for learning activity is the student's motivation. Motives have an unequal power of influence on the course and results of the educational process. The importance of creating the conditions for the emergence of interest in educational activities and the formation of interest are conditioned by cognitive and social motives. These motives affect cognitive activity, desire to learn, learning success, efficiency and effectiveness of learning activities.

The object of formation should be considered all the components of the motivational sphere and all aspects of the ability to learn, therefore, it is supposed to pay attention to the state (level) of the student's ability to learn, to the development of skills in educational work. The problem of motivation in general has been studied quite extensively.

There is a large number of works on this problem, including on the problem of motivating the teaching of schoolchildren of primary adolescence. However, the results of studying this problem are often ambiguous and often contradictory. There are still little developed aspects that require further study due to the great practical importance of this problem.

The internal and external motivation of the student's learning is important. To form internal motivation, the teacher needs to be able to evaluate the way the student's learning activity is performed, and external motivation takes the form of hints, hints, requirements and instructions.

One of the main tasks of the teacher for the formation of motivation for the teaching of a schoolchild of younger adolescence is to increase the proportion of internal motivation in the structure of student's motivation. The development of internal motivation for learning occurs as a shift of the external motive to the goal of learning. Thus, it is possible to captivate the student with learning within the framework of such a learning process that does not resort to measures of pressure on the child, but finds incentives precisely in the student's internally positive disposition towards learning and strives to educate and form such an attitude in him.

The educational process in terms of the content, the form of presentation of the material should be flexible and pursue one of the main tasks of teaching - to make the assimilation of students' knowledge durable, meaningful, and the study itself - desirable, bringing joy.

Learning as an activity that forms educational motives is a complex process that necessarily includes, in expanded or collapsed form, a link for creating readiness to accept an educational task, orientation in it, and a link for educational actions. Transformation of educational material, link of control, evaluation of their work. These elements function as components of the personality of a younger student, are performed jointly and under the guidance of a teacher, and are conscious in nature.

Cognitive activity, interest in the search, transformation of educational information are manifested only in a certain educational atmosphere, where there is no compulsion or imperative. The famous psychologist and teacher Sh. A. Amonashvili, who not only created the concept of such training, but also practically implemented it in his pedagogical work with children, this approach is characterized in this way: the students accepted the task on a positive-motivational basis. In other words, the point is that, if it is necessary to master a particular system of knowledge and precisely during a certain period of study, the student should adopt a pedagogically obligatory learning task as freely chosen by him. "

Such training, of course, makes increased demands on the teacher, and not only on the technique of his communication, but also on the artistry, which is necessary to convince children that without their help, without cooperation with him, it is extremely difficult, almost impossible to cope with the task. All this determines the formation of motivation for the teaching of a younger student.

A general way of shaping learning motivation is to help transform the broad motivations of the student into a mature motivational sphere with a stable structure. Of course, this work can only be done by the entire teaching staff working in conjunction with the family, although it is also desirable for every teacher to see it in full.

The results of the study show that middle adolescent students are characterized by average levels of cognitive activity and motivation. The emergence of a stable level of motivation contributes to the possibility of including the child in such types of educational activities, where he can achieve success and, at the same time, where there is a feeling of overcoming difficulties and obstacles. The teacher needs to constantly maintain a positive emotional atmosphere in the lesson, for this it is necessary to strengthen the student's self-confidence, reduce the negative influence of stress during control works and offsets, all kinds of hindrances and fatigue; create a situation of success, which is possible with a relationship of cooperation between teacher and student and mutual respect.

LIST OF USED SOURCES

Venger A.L., Tsukerman G.A. Psychological examination of primary schoolchildren. / A.L. Wenger, G.A. Zuckerman. - Moscow: "Vlados - press", 2003. - 160s
Gamezo M.V., Petrova E.A., Orlova L.M. Developmental and educational psychology / M, V. Gameso, E.A. Petrova, L.M. Orlova.- Moscow, 2010.-512s
Gromkova M.T. Psychology and pedagogy of professional activity / M.T. Gromkova.- Moscow, 2003.-118s
I. V. Dubrovina Developmental and educational psychology / I, V. Dubrovin. - Moscow, 2006.-368s
Zimnyaya I.A. Educational psychology / I.A. Zimnyaya.- Moscow, 1999.-384s
Zaitsev D.V. Preschool correctional pedagogy: textbook. / D.V. Zaitsev. - Saratov: Publishing house of the Saratov Pedagogical Institute, 2000.-40s
Kasvinov S.G. VYGOTSKY'S SYSTEM / S.G. Kasvinov. - Kharkiv "Ryder", 2013. - 460s.
Kolominskiy Ya.L., Panko E.A., Igumnov S.A. Mental development of children in health and disease / Ya.L. Kolominsky, E.A. Panko, S.A. Igumnov- SPb., 2004.-480s
Kulagina I.Yu., Kolyutskiy V.N. Developmental psychology / I, Yu. Kulagina, V.N. Kolyutsky. - Moscow, 2010.-464s
Methodical recommendations: Motivation as the basis of educational activity / Edited by V.N. Rozentseva-Norilsk 2002.-10s
Scientific and methodical journal: Primary school / Edited by V.G. Goretsky. 2008.-c-5
Scientific journal: questions of psychology / Edited by E.V. Shchedrina- M, 2006.-30s
R.V. Ovcharova Practical psychology at school. / R.V. Ovcharova. - Moscow, - 1999.-168s
Podlasy I.P. Pedagogy / I.P. Podlasy. - Moscow, 1996.-236s
Podlasy I.P. Pedagogy: 100 questions - 100 answers / I.P. Podlasy. - Moscow, 2001.-365s
O.I. Polyantseva Psychology for secondary medical institutions. / O.I. Polyantseva. -Rostov on Don .: Phoenix, 2009 .-- 415s.
Professional - pedagogical magazine: Teacher / Edited by Yu.M. Novokshonov M, 2001.
Ratanova T.A. Psychodiagnostic methods of studying personality - T.A. Ratanova, Shlyakhta N.F. 2008.-320s
Psychological science and education /. Edited by V.V. Rubtsov- Moscow, 2002.-315s
A.A. Rean Pedagogy / A, A. Rean-Moscow, 2010.-304s
Russian social pedagogical journal: Public education: Methodology for the diagnostic orientation of educational motivation / Edited by T.D. Dubovitskaya- M, 2003.-24-28s
Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education / V.S. Selivanov. - Moscow, 2002.-336s
Talyzina N.F. / Formation of cognitive activity of younger schoolchildren. / N.F. Talyzin. - Moscow. 1997.-175s
Flake - Hobson K., Robinson B.E., Skin P. Development of the child and his relationships with others. / K. Flake-Hobson, B.E. Robinson, P.Skin.-Moscow: AST-Press, 1998.- 314p.
Shchukina G.I. Pedagogical problems of the formation of the cognitive interests of students. / G.I. Shchukina - M., Pedagogy, 1988.-208s
Eksacusto T.V., Istratova O.N. Handbook of a primary school psychologist / T.V. Exacusto, O. N. Istratova- Rostov n / a, 2008.-249s
Www ... School and training. Ru
Www ... Teacher and pupil. Ru

APPENDIX A

(Required)

Summary Table of Grade 5 Empirical Research

Name	Cognitive activity		Self-assessment of success		Motivation
Name		scores	level	scores	level	scores	level
Pupil # 1				hell
Pupil # 2				hell
Pupil # 3				hell
Pupil # 4				hell
Pupil # 5				hell
Pupil # 6				busy
Pupil # 7				hell
Pupil # 8				hell
Pupil # 9				hell
Pupil # 10				hell
Pupil # 11				busy
Pupil # 12				hell
Pupil # 13				busy
Pupil # 14				hell
Pupil # 15				hell
Pupil # 16				hell

APPENDIX B

(Reference)

Questionnaire of methods for determining school motivation.

A. G. Luskanova

1. Do you like school?

a) yes

b) sometimes

c) no

2. Do you always happily go to school in the morning, or do you often want to stay at home?

A) I go with joy

B) it happens in different ways

C) more often you want to stay at home

3. If the teacher said that all students do not have to come to school tomorrow, would you go to school or stay at home?

A) would go to school

B) I don't know

C) would stay at home

4. Do you like it when your lessons are canceled?

a) do not like

B) it happens in different ways

c) like

5. Would you like not to be asked any homework?

A) would not want to

B) I don't know

C) would like

6. Would you like to see only changes in the school?

A) no

B) I don't know

C) would like

7. Do you often talk about school to your parents and friends?

A) often

B) rarely

C) I do not tell

8. Would you like to have a different, less strict teacher?

A) I like our teacher

B) I don't know for sure

C) would like

9. Do you have many friends in your class?

A) yes

B) little

C) no friends

10. Do you like your classmates?

A) like

B) not really

C) do not like

PAGE \ * MERGEFORMAT 2

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1. Verba S., Nie N., Kim J. Participation and Political Equality: A Seven-Nation Comparison. N.Y. 1978. P. 46.

2. Milbrath L. Political Participation. Chicago. 1965.

Example 2 - Description of the theoretical basis of the study

The interdisciplinary nature of the research subject presupposes the use of two theoretical approaches as a methodological basis: a systemic analysis of youth policy and the foundations of juvenile knowledge.

A systematic approach to the analysis of politics involves the study of the activities of state power as a system of interrelated elements that are in constant interaction with the external environment. The systematic approach in this study made it possible to comprehensively analyze the state youth policy as a system of relations between state authorities of various branches and levels and youth as one of the social groups.

The theoretical basis of this research, along with system analysis, is a relatively new scientific paradigm - juvenology, interdisciplinary knowledge about the mechanisms of the formation of the younger generation in the dialectical relationship of social, spiritual and biological principles. The use of juvenology makes it possible to comprehensively consider youth as a special socio-demographic group undergoing an important stage of socialization.

9. Description of the empirical basis of the study

To substantiate the conclusions in the work, it is necessary to resort to the description of empirical facts. Depending on the object of your research, these facts can be reflected in documents, in the opinions and attitudes of people, representatives of certain social groups, in expert assessments, etc.

To describe the empirical base, determine which documents you need, what information will be useful to you? What kind of people would it be important to know for argumentation of your conclusions? Do you know this opinion? Has such a study been carried out?

Describe the empirical basis of your research using the table.

Table - Description of the empirical base

The empirical base will be	Characteristic	What social facts are recorded in them
Documentation	Regulations
	Official documents of authorities, organizations, institutions
	Statistical data
	Media reports
	Unique documents
	Other types of documents
Research results	Mass polls
	Expert polls
	Other studies
Results of our own research

Example - Description of the empirical base

The empirical basis for studying the forms of youth participation in the public life of Russian society includes several types of documents:

Legislative acts, documents of state bodies and political parties: Federal laws of the Russian Federation, Strategy of state youth policy in Russian Federation, The Law of the Krasnodar Territory No. 123-KZ of March 4, 1998 "On state youth policy in the Krasnodar Territory", the Law of the Krasnodar Territory No. 1628-KZ of 12/26/2008 "On Amending the Law of the Krasnodar Territory" On the politicians in the Krasnodar Territory "Youth of the Kuban" for 2008 - 2010 ", etc .;

Statistical data: electoral and other statistics (data from the Central Election Commission);

The materials of sociological research, first of all, are data from studies carried out in 2004-2009 by the All-Russian Center for the Study of Public Opinion (VTsIOM), the Public Opinion Foundation (FOM), the Liberal Mission Foundation, the Levada-Center All-Russian Sociological Service, research project EUYOUPART, carried out at the universities of 8 countries - members of the European Union, various information materials: publications of foreign, Russian and regional press.