ISSN 2617-6858
e-ISSN 2617-6866
The Bulletin of National Defence University of Ukraine
- individual educational trajectory; student youth; motivation; learning; predictors; education
- https://doi.org/10.33099/2617-6858-2024-79-3-89-96
- Pages 89-96
The results of the study of the role of learning motivation during the choice of an individual educational trajectory by student youth aged 14-16, depending on whether they live in urban or rural areas, are presented. Psychological predictors of the formation of their preferences for individual educational trajectories have been identified. It has been established that orientation towards obtaining higher education is determined by both internal and external types of motivation. Orientation to obtaining secondary professional education is associated with lack of motivation and alienation from learning. Schoolchildren from rural areas have shown a tendency to settle down and are more focused on obtaining both secondary professional and higher education
References
- Buzzai C., Sorrenti L., Tripiciano F., Orecchio S., Filippello P. (2021) School alienation and academic achievement: The role of learned helplessness and mastery orientation. School Psychology. Vol. 36. № 1. P. 17-23. DOI:10.1037/spq0000413
- González-Rodríguez D., Vieira M.-J., Vidal J. (2019) Factors that influence early school leaving: a comprehensive model. Educational Research. Vol. 61. №2. P. 214-230. DOI:10.1080/00131881.2 019.1596034
- Karimi S., Sotoodeh B. (2020) The mediating role of intrinsic motivation in the relationship between basic psychological needs satisfaction and academic engagement in agriculture students. Teaching in Higher Education. Vol. 25. № 8. P. 959-975. DOI:10.1080/13562517.2019.1623775
- Patall E.A., Pituch K.A., Steingut R.R., Vasquez A.C., Yates N., Kennedy A.A.U. (2019) Agency and high school science students’ motivation, engagement, and classroom support experiences. Journal of Applied Developmental Psychology. Vol. 62. P. 77-92. DOI:10.1016/j.appdev.2019.01.004
- Putarek V., Pavlin-Bernardić N. (2020) The role of self- efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education. Vol. 35. № 3. P. 647-671. DOI:10.1007/s10212-019-00443-7
- Schoon I., Burger K., Cook R. (2021) Making it against the odds: How individual and parental co- agency predict educational mobility. Journal of adolescence. №89. P. 74-83. DOI:10.1016/j. adolescence.2021.04.004
- Trautwein U., Lüdtke O., Marsh H.W., Köller O., Baumert J. (2006) Tracking, grading, and student motivation: Using group composition and status to predict self- concept and interest in ninth-grade mathematics. Journal of Educational Psychology. №98(4). P. 788-806. DOI:10.1037/0022-0663.98.4.7888
- Wilkins S., Balakrishnan M.S., Huisman J. (2012) Student Choice in Higher Education: Motivations for Choosing to Study at an International Branch Campus. Journal of Studies in International Education. №16(5). P. 413-433. DOI:10.1177/1028315311429002