UDC 378.147.227

MOTIVATION TO STUDY AT UNIVERSITY AS PSYCHOLOGICAL AND PEDAGOGICAL

PROBLEM

V. E. Melnikov

MOTIVATION TO TRAINING OF UNIVERSITY STUDENTS AS PSYCHOLOGICAL AND

PEDAGOGICAL PROBLEM

Institute of Continuing Pedagogical Education NovSU, [email protected]

The main aspects of motivation as a psychological and pedagogical phenomenon are revealed. Various psychological models of motivation are considered. The characteristics of external and internal motivation are given. Modern ways of stimulating students to study at the university are proposed.

Keywords: motivation, motive, types of motivation, motivation to study, ways to increase students' motivation to study at a university

The article describes main aspects of motivation as a psychological-pedagogical phenomenon. Different psychological models of motivation are considered. Characteristics of external and internal motivation are given. Some ways to stimulate students to study at the University are proposed.

Keywords: motivation, motive, types of motivation, motivation to learn, ways of increase of motivation of students to study at the University

The training of specialists who are able to adapt to life in a society with changing socio-economic conditions in the 21st century has become the most important problem of teaching students in a modern university. The transition of higher education to the paradigm of "higher education throughout life" is becoming significant, and great importance is attached to strengthening the role of understanding, interpreting, preserving, developing and disseminating national, regional, international and historical cultures in conditions of pluralism and their diversity. At the same time, it is necessary to achieve a balance between the students' cognitive mastering of academic disciplines and the ability to communicate.

The changes taking place in modern society put forward new requirements for the organization and quality of education. At present, one of the important tasks facing university teachers is to create such conditions under which students in a short time could master the maximum possible amount of knowledge and be able to apply it creatively in solving practical problems. A modern university graduate should not only possess special knowledge, skills and abilities, but also feel the need for achievements and success. It is necessary to develop the interest of students in the accumulation of knowledge, continuous self-education, since the constantly developing system of higher professional education requires that the level of training of qualified specialists meet the requirements of modern educational standards. In this regard, the problem of professional motivation of students to study at a university is of particular importance today.

One of the main problems of modern higher education pedagogy is the lack of students' interest in learning and gaining knowledge. Entering a university, applicants want to get a certain amount of knowledge for later life or to satisfy their own needs, but over time, some motivation for the educational process disappears before it manifests itself, while others lose it over time for various reasons. Thus, the problem of motivating students to study becomes relevant in a modern university. Only by understanding the mechanism of formation of the student's motivational sphere, teachers will be able to effectively manage the learning process, increasing the interest of students in studying disciplines in their chosen profession. Using pedagogical and psychological mechanisms of motivation, university teachers will be able to improve the quality of the educational process and its results. At the same time, relations in the teacher-student system are harmonized and students are conscious of their needs and make plans for the future, based on their true motives.

The term "motivation" (from lat. movere) - an incentive to act; a dynamic process of a psychophysiological plan that controls human behavior, determines its direction, organization, activity and stability; the ability of a person to actively satisfy his needs, or impulses that cause the activity of the individual and determine its direction. For the first time, this term was used in his work “On the Fourfold Root of the Law of Sufficient Reason” by A. Schopenhauer (1813).

Today, motivation is understood by scientists in different ways. For example, motivation according to V.K. Vilyunas

This is a cumulative system of processes responsible for motivation and activity. KK Platonov believes that motivation, as a mental phenomenon, is a set of motives.

Historical studies of the study of the problem of motivation have passed from natural science models to humanitarian (sociocultural and anthropological) models. Let's consider these models in more detail.

Initial theoretical models of motivation

Models of Z.Freud and W.McDougall, early behaviorists (behavioral concept of motivation) D.Watson, E.Tolman, K.Hal, B.Skinner, I.P.Pavlov. Such models were built on a fundamentally natural-science (biological) basis of human nature, therefore their appearance is attributed to the naturalistic period, when the psychology of motivation did not affect the context of the individual. And up until the 1930s, topics about the nature and content of the concept of motive and motivation were considered the main research questions. These studies fully coincided with questions about human nature, and motivational manifestations were considered as a consequence of this nature, which were interpreted from the point of view of the biological component.

The beginning of the humanization of psychological knowledge about human motivation coincided with the emergence in the 1930s of personality psychology, which did not destroy natural-science (biological) approaches, but supplemented them. This direction was called "Growth Theory", or "Humanistic Psychology" (in Russian psychology). It is represented by such psychologists as K. Goldstein (the creator of the theory of self-actualization, according to which the body's abilities determine its needs), A. Maslow (created and developed the hierarchy of needs), K. R. Rogers. Growth theory emphasizes a person's desire for improvement, realization of one's potential, self-expression. The consequence of this was the promotion of new ideas: the transition from Freud's causal explanation to the target one in A. Adler; introduction of the idea of ​​collective mentality as a source of many phenomena of individual psychology by K. G. Jung; a look at motivation as a product of the “individual of the world” system by G. Murray and the introduction of the idea of ​​control over motivational processes through their mediation by L.S. Vygotsky.

At this second, anthropological stage, the psychology of motivation practically coincides with the psychology of personality. In addition, the main content of most personality theories is just the model of motivation, the driving forces of behavior and development (theories of E. Fromm, A. Maslow, V. Frankl, A. Adler and other researchers).

In the second half of the 20th century, theories of human needs were supplemented by a number of special motivational concepts presented in the works of D. McClelland, D. Atkinson, G. Heckhausen, G. Kelly, J. Rotter and others. By this time, new dynamic models are beginning to emerge (neobehavioristic studies of motivational conditioning, innovative approaches of the

K. Levin, psychodynamic works) in contrast to the previously existing static models of motivation. This situational-dynamic stage (mid-1950s - late 1960s) can also include the works of J. Nutten, A.N. Leontiev and D.N. Uznadze, who studied the issues of motivation in the context of problems of general structure and dynamics human activity. One of the distinctive innovations of this approach was the idea of ​​semantic connections as the basis for the deployment of motivational processes (M. Boss, A.N. Leontiev, J. Nytten).

The fourth and last stage of the psychology of motivation is characterized by the fact that the problems of choice, freedom, will, control over motivation, life goals, future prospects, and self-regulation come to the fore. With this model of motivation, the existing cognitive processes that mediate the mechanisms of motivation are shifted to consciousness and personality as a whole.

So, the motivational structure of a person has a complex structure and a dual nature. On the one hand, biological needs are distinguished, on the other, social needs. The combination of these two levels constitutes, in fact, the motivational sphere of a person. The structure of human motivation has a complex system, which is characterized by hierarchical subordination, polymotivated nature, polyvalence of motives in relation to needs and interchangeability. It develops under the influence of both internal and external factors. And in general, the motivational sphere of any person determines the general orientation of the personality.

In modern pedagogy, two types of motivation are considered: external and internal. External motivation is characterized by the fact that the factors that cause it and give an assessment of success are outside the person. In this case, we are talking about the satisfaction of the fourth level of needs in the pyramid of A. Maslow. External motives come from parents, teachers, the group in which the student is studying, the environment or society - in the form of hints, instructions, tips, demands, coercions. As a result, learning activity is carried out as forced behavior and often encounters internal resistance of the individual. A feature of intrinsic motivation is that the factors that cause activity and evaluate the result are inside a person and allow self-development in the learning process. This is the highest level of human needs - the need for self-actualization. If the motivation to achieve specific success fits into the general desire of a person for self-actualization, then it will never lose its relevance, regardless of external circumstances.

Motivation for learning is a means of encouraging a student to productive cognitive activity, active development of the content of education. The main element of motivation is motivation - a behavioral manifestation of the desire to satisfy one's needs. This term has something in common with the concept of "motivation for learning activities" - on-

corrected activity that encourages the acquisition of new knowledge. This can be one of the key success factors in achieving your goal. The educational process is classified as a complex activity. At the same time, there are many motives for learning, and they can not only manifest themselves separately in each person, but also combine to form complex motivational systems.

Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning, learning activity. Like any other type, learning motivation is determined by a number of specific factors. First, it is determined by the educational system itself, by the educational institution; secondly, - the organization of the educational process; thirdly, - the subjective characteristics of the student; fourthly, the subjective characteristics of the teacher and, above all, the system of his relations to the student's personality; fifthly, the specifics of the academic discipline.

The phrase "motivation to learn" includes such a driving energy within a person that brings a person into a state of active action in those circumstances in which he takes a passive role in decision making. Motivation for learning is associated with both emotions and emotional states. Emotions ultimately provide a desire or aversion to any activity, they start the internal engine of activity. Motives, including the mechanism of action, are born under the influence of emotions.

Student motivation is one of the most effective ways to improve the learning process at a university. Motives are the driving forces of the process of learning and assimilation of the material. Motivation for learning is a rather difficult and ambiguous process of changing the attitude of an individual both to a separate subject of study and to the entire educational process. At the same time, the motivation for learning depends on the characteristics of the individual and the social roles of the individual.

Numerous scientific studies have shown that the results of students' educational activities, future career and related salary, as well as social status, are largely distant in time and do not serve as a guide for them. A survey of students in Russian universities shows that for the majority of students studying at a university serves as a factor for obtaining a certificate of education and for the opportunity to get a good job, as well as the desire to expand their social circle. Therefore, the motives of a personal nature, in our opinion, in shaping the attitude of students to educational activities, self-education and personal development are currently of decisive importance. To achieve these goals, students must be highly motivated to learn.

According to the direction and content, the following types of student motivation are distinguished:

Cognitive motives (acquisition of knowledge

knowledge, the opportunity to become more erudite);

Social motives (imply duty, responsibility, understanding of the social significance of teaching and are expressed in the desire of the individual to assert himself in society, to assert his social status through teaching);

Pragmatic motives (intention to have higher earnings, to receive decent remuneration for their work);

Professional value motives (expansion of opportunities to get a promising and interesting job);

Aesthetic motives (enjoying learning, revealing one's hidden abilities and talents);

Status-positional motives (the desire to establish itself in society through teaching or social activities, to gain recognition from others, to occupy a certain position);

Communicative motives (expanding the circle of communication by increasing one's intellectual level and making new acquaintances);

Traditional historical motives (established stereotypes that arose in society and strengthened over time);

Utilitarian and practical motives (mercantile, to learn self-education, the desire to learn a separate subject of interest);

Educational and cognitive motives (orientation to methods of obtaining knowledge, assimilation of specific educational subjects)

Unconscious motives (obtaining education not by one's own will, but by the influence of someone, is based on a complete misunderstanding of the meaning of the information received and a complete lack of interest in the cognitive process).

The main task of a modern university is to stimulate interest in learning in such a way that the goal of students is not just to receive a diploma, but a document of higher education, which is supported by solid and stable knowledge. In order for a student to really get involved in the work, the tasks that are set for him in the course of educational activities must not only be understood, but also internally accepted by him, i.e., acquire significance for the student. Motivation is the main tool that will make it possible to increase the student's level of interest in the educational process and learning in general, will increase his research and creative potential. An insufficiently motivated student will not contribute either to the development of his competence or to the development of his personality as a professional.

The primary idea of ​​the predominance and effect of certain motives for learning determines the student's attitude to his education. There are several levels of student involvement in the learning process: negative, neutral and positive attitude to learning.

A negative attitude towards learning can be characterized by poverty and narrowness of motives.

Here it is possible to note a weak interest in success, a focus on evaluation, and not on learning, inability to set goals, overcome difficulties, and a negative attitude towards educational institutions and teachers. A neutral (indifferent) attitude to learning presupposes that the student has the ability and opportunity to achieve positive results with a change in orientation. So you can talk about a capable, but unwilling to learn student. A positive attitude to learning is characterized by the fact that there is a gradual increase in motivation from unstable to deeply conscious. The highest level is characterized by the stability of motives, their hierarchy, the ability to set long-term goals, to foresee the consequences of one's learning activities and behavior, and to overcome obstacles to achieving the goal. In educational activities, there is a search for non-standard ways of solving educational problems, flexibility and mobility of methods of action, a transition to creative activity, and an increase in the share of self-education. The student is characterized by activity (learning, mastering the content, etc.), which determines the degree of "contact" of the student with the subject of his activity.

In pedagogical science, there are many methods for increasing students' motivation to learn. We list some of them:

Active use of IT technologies (Internet forums, online courses, etc.);

Simulated real life situations in the learning process (role-playing games);

Creation of a favorable psychological climate for personal development;

Expanding the possibility of self-realization and the introduction of an individual learning path for students.

With such an organization of the educational process, the student should be an actor, and the teacher should be his partner in learning and development. To increase the student's motivation for learning, it is necessary to design new curricula based on innovative learning principles.

Thus, we can conclude that the motivational sphere of the student's personality has a complex dual nature. On the one hand, they distinguish biological needs, on the other, social

al. The structure of motivation is formed under the influence of both internal and external factors. In general, the motivational sphere of a person determines the general orientation of the personality. It is motivation that is the main means that will make it possible to increase the student's level of interest in learning, and will increase his educational potential. How to motivate students to study is an important issue that is put before the teachers of modern universities, because it is the future specialists who are the basis for the development of the economy and the main potential for the stable development of society.

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Studying is not your forte, because an English textbook is peacefully dusted on a bookshelf, an abstract on world history has magically turned into a bag for roasted seeds, and a pamphlet with traffic rules has gone into grandmother's oven.

Haven't you been covered in dust yet? So you definitely do not shine. So let's get smart and find out how to motivate yourself to study.

12 golden tips from psychologists on how to motivate yourself to study: IQ will just go through the roof!

Proven tips from psychologists will help motivate yourself to study:

Think of your friends and erudite acquaintances.

Well, do you really want to gasp for air again when your friend Vasily starts broadcasting about the structure of the solar system?

And how not to suffocate with envy when a friend says that she is marrying a white-toothed American only because she mastered spoken English in a couple of months? But studying at school didn’t really work for her!

Study with a knowledge-hungry person like you to motivate yourself to study.

And try to show off to each other with your successes, because healthy competition in this laudable business has not harmed anyone yet.

A competent, authoritative mentor can also motivate you to study.

And ask the teacher a thousand and one questions if you misunderstood something: this is how you motivate yourself to study even more. No wonder they say that appetite comes with eating.

To motivate yourself to study, you must always see the "horizon" - in fact, that for which you are "dying" over notes and books.

Do you want to be an awesome plastic surgeon? Then get ready to cramming the names of muscles, bones and tendons, as well as other medical terminology, to a fainting state. But somewhere out there you are already waiting for millions of fees from pop stars for neat noses and chic busts.

Set a clear study schedule and reward yourself with something in between.

Have you learned three tickets for the exam out of the six planned for today? It's time to take a walk for half an hour, eat a couple of your favorite chocolates or call your laughter-loving girlfriend.

But remember: the reward should be equivalent to the effort expended on study, so “give up” on overnight barbecues just because you learned 10 is overkill.

If studying for you is dregs, mortal boredom and melancholy, the sketchnoting system will help motivate yourself.

Its essence boils down to making during your studies not just notes, but “mental maps” that are understandable to you - with funny drawings, “carbon monoxide” quotes from teachers and emoticons. You can read more, for example, in Mike Rohde's book “Sketchnoting. Idea Visualization Guide.

Real aesthetes (and we are sure that you are exactly like that) are motivated to study by the perfect order in the workplace, beautiful stationery, and even a bouquet of your favorite flowers.

And rightly so: it's hard to enjoy studying if you're making notes with a pencil stub on an old newspaper, and there is "chaos and anarchy" all around you.

“All my adult life I have dreamed of visiting London. And since the fifth grade, all my notebooks for study were with Big Ben or red double-decker buses, and the British flag hung over the desk.
When I wanted to howl at the repetition of irregular English verbs, these little things helped motivate myself to further my studies. And you know what? I'm going to London in September on a student exchange program. Dreams Come True!"- says Lyudmila from Kyiv.

1. Ideal conditions for study will help motivate yourself to new achievements:

   • no tight skirts, falling trousers and bangs climbing into the eyes while studying- provide yourself with maximum comfort, even if for you it consists in your favorite pajamas with owlets;

   • make sure that nothing distracts you from your studies: no cries of the “Italian” family living next door, no calls to a mobile phone, no inviting blinking “ICQ” window.

     If necessary, wear earplugs, plug your ears with cotton, or study with your face turned to the wall. You are gone - you "died" and "resurrect" for the world only when you memorize this damn theorem!

     keep a bottle of drinking water near you and some snacks before studying, otherwise there is a risk that on the way to the refrigerator you will give up the slack and wrap it in the living room, and there you look - and you are already somewhere in the dacha of a childhood friend Seryoga "doodle" beer.

     Then it will be useless to motivate yourself;

Do not think about what wonderful and interesting things you could do if you did not devote time to study.

That's not the way to motivate yourself. So we think about studying, and only about her, dear, even if on the street "the grass is green, the sun is shining."

No matter how stupid this advice may seem, but sometimes in order to motivate yourself to study, you just need to sit down at your textbooks and start studying.

Remember the good old joke: "At first, our cat did not like the vacuum cleaner, and then nothing - he got involved." Here you are, get involved!

Do not create "urgent" conditions if you do not want to hate studying forever, but on the contrary - to motivate yourself.

Do you need to write an essay by Friday? We do not advise you to sit down for it at 23.00 Thursday, it is better to divide the amount of work into two or three evenings.

Try not to motivate yourself to death to study.

Do not try to learn three volumes of the "Great Soviet Encyclopedia" in one sitting - set realistic goals, but strictly follow them.

“My secret to successful study is a real assessment of my strengths and iron willpower. That is, when I know that I need to learn 15 questions in 3 days and I can do it, then I will cram 5 topics a day, even if voodoo shamans arrange ritual dances around me, and Gisele Bündchen invites me on a date ", - Sergey, a student from Moscow, shares his experience on how to motivate yourself to study.

15 tips from Harvard students on how to motivate yourself to study: you just want to sit down for books!

Here are the statements that motivate students of such an elite educational institution as Harvard:

The story of Natalya, laziness and cucumbers: what will happen if you don’t “steam”?

Every morning, going about his business, the author of the article “cuts off” the road through the city vegetable market.

And passing by one of the counters, she tries to “slip” as quickly as possible, because here her former classmate Natasha sells vegetables - tangled hair, dull skin and dirty hands with broken nails. There is a suspicion that the blush on the cheeks is not from girlish shyness, but from strong alcohol.

But once at the university, Natalia showed great promise and even graduated from graduate school.

True, she never defended her Ph.

Natasha did not even try to get a job, or at least a more prestigious one than a seller in the market. I burned out and gave up, did not motivate myself for further development ...

Scary? That's the same ... We pull ourselves together and tune in to study!

10 brilliantly educated Hollywood stars who know exactly how to motivate themselves to study

If you justify not being able to motivate yourself to study with lack of time, consider if you are busier than these intellectual celebrities:

• Dolph Lungren;
• Madonna;
• Edward Norton;
• Kate Beckinsale;
• Eva Longoria;
• Emma Watson;
• David Duchovny;
• Jodie Foster;
• James Franco;
• Maggie Gyllenhaal.

Well, do you continue to complain about the fate of the villain, who literally drags you away from books by the hair?

question How to motivate yourself to study? many negligent schoolchildren and students are asked, but there is also that happy minority who have already succeeded.

How not to be lazy and start studying?

You can learn about the secrets of motivation by watching this video:

We sincerely hope that after reading our advice, you will become one of those "chosen ones" who gnaw at the granite of science in a buzz.

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Every teacher wants students to study well, to study his subject with interest and desire. But we have to state with regret that the student "does not want to study", "could do well, but there is no desire." It is proved that one of the leading factors of successful learning is motivation. What pedagogical methods and techniques can be used to motivate students to learn? This is what will be discussed next. Consider ways to increase motivation for learning. We will not dwell on those methods of motivating educational activity that are widely known.

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Seminar materials

"Forms and methods of motivating students to study"

Prepared by: LCC teachers of pedagogy and psychology

Akuneeva Yu.V.

Fedorova O.A.

Section 1. Ways to increase motivation for learning

Motivation by personal example. The student's interest in the discipline under study is due not only to the professionalism of the presentation of educational material, but also to the personal qualities of the teacher. A teacher who is not late, is friendly, does his work seriously and responsibly, checks independent and practical students on time is appreciated.

Keeping your promises.You can't cheat students. If you promised to show a movie or make an interesting test, play a game or go on an excursion, you need to realize your goals.

Formation of a positive attitude towards the profession.The leading activity of the period of adolescence is the choice of one's place in life and professional purpose, therefore it is necessary to encourage and approve the choice of students, to focus on important professional competencies and specific issues.

Friendly, calm tone, creating a positive microclimate in the group.A positive, friendly attitude, even friendly tone - the key to effective work. Intonation should be enough to highlight the important, to emphasize, to make you think.

Providing maximum freedom to students.Of course, here freedom is understood in a specific sense. Give the group the opportunity to choose the method of current assessment of knowledge, the form of individual independent work, the topic of the report or the assignment. Each person wants to feel his involvement in some process, to realize that his point of view is taken into account - this increases motivation.

Celebrate the successes of students and praise publicly, demonstrate the achievements of students.Praise, especially public, with a description of the merits and distinctive features of the work performed, adds self-confidence to the student, increases his internal motivation and desire to achieve a similar result again, increasing it over time.

Interest in the personal experience of students in professional activities and their opinion on any issues.The teacher's interest in students can be mutual. Discussing any issues, jointly solving emerging problems, organizing discussions and considering situational problems are important methods not only for organizing the educational process, but also for establishing high-quality communications between the teacher and the student.

The presence of a student-teacher bond.It is very important for a student that the teacher be his mentor, so that he can be turned to for help (meaning, of course, educational issues), even on the most stupid issue.

Respect for students.Whatever the student, he is in any case a person who wants to be treated appropriately

interest in the subject.There is no better way to motivate students than to get them interested in your subject.

A well-developed system of organization of the educational process is the key to successful motivation.Students "accustomed" to the teacher, to his requirements will spend less time on organizational issues and understanding what is happening in the lesson.

Communication of the objectives of the lesson.Informing at the beginning of the lesson about what students will learn by listening carefully and completing tasks is aimed at creating internal incentives for motivation. It is even possible to build a process for communicating goals using the opposite method, i.e. "distracted and inattentive listening today, you will never know that ...". This method attracts the attention of even the most restless students.

Emphasis on the immediate scope of the acquired knowledge.There should be a "relationship between theory and life", which increases the interest and attention of students.

Do not lecture from a textbook and do not sit at the table all the time.Again, psychologists have proven that a person perceives colloquial speech, a live story, a conversation with greater success. The teacher, buried in a book, not only cannot follow the reaction of the audience to his words, but also gives the impression of an uncollected, ignorant, confused person. The teacher, who is constantly at his own table, fences off this table from students. It creates both a visual barrier and a psychological one. When answering at the speaker's board, you can sit down in an empty seat at your desk, becoming part of the listening audience.

The use of various forms of organization of students' activities, the alternation of various forms of activity.From the moment of decreasing attention, change the type of activity: offer a task for independent work, ask students to express their point of view, switch attention to illustrative material.

A differentiated system of tasks allows each student to measure their own level of mastery of the material with the complexity of the proposed tasks.So, it is possible to select cards with tasks, for the completion of which it is expected to receive a grade of "3", "4" or "5". The teacher sees how students evaluate their own preparation.

Statement of students in the subjects of the educational process.With this form of organization, each student performs a specific role in the learning process. This contributes to the formation of motivation for this activity, which acquires a recognized value for students.

Compelling learning tasks.Too simple or too difficult tasks cause a decrease in motivation and interest in mastering new competencies. The complexity of tasks should be approximately equal to the level of knowledge of the audience or a little higher to enable students to analyze and search for information on their own.

Clear and unambiguous explanation of homework.The extremely clear formulation of the task and the explanation of its practical significance increase the motivation to complete it.

Violating discipline prepare reports.The irrepressible desire of students to talk during class can also be “encouraged” by directing their energy in a positive direction. Such students write down the topics of reports on the current or future topic, getting a unique opportunity to tell the whole audience about something.

The use of educational films in the learning process, teaching with fairy tales, conversations, drawing up tables, diagrams, graphs.The teacher needs to combine both auditory and visual teaching aids.

Visiting exhibitions and museums.Of course, various forms of conducting classes, a differentiated approach to assessing knowledge and other methods of increasing interest in the educational process are effective. But still the group will go somewhere with pleasure.

Organization of olympiads, competitions, quizzes, business games.Apply the acquired competencies in practice and get the approval of not only a teacher, but also an independent jury, receive signs of attention and distinction, declare oneself and stand out - the factors that ensure our need for self-realization, self-actualization, self-improvement.

Regular and continuous monitoring system by the teacher.The systematic control of students' knowledge is extremely important. The SPO system implies conducting most classes in the form of combined ones. The task of the teacher is to regularly check the level of assimilation of students' knowledge to maintain motivation.

To bring to the attention of students the criteria for evaluating their activities.Answers at the blackboard, written work, testing, practical, laboratory and control work, homework - all forms of student activity are evaluated. An important point is to explain to students the criteria for evaluating their work. This will ensure fairness in the reward and punishment system.

Publicity of the success of each student.In the course of his discipline, the teacher can keep records of completed test work, without which the student is not allowed to pass the final exam (test, test). There is a table on the stand in the office, in it are the names of the students and the number of works (with grades) that they completed. The availability of the results of each for public viewing motivates students.

Mandatory defense of practical work for those students who were not in class.For students who are not present at the time of writing the practical work, an additional "complexity" has been introduced: the work must not only be written, but also defended (individual conversation on the topic with the teacher).

"Closed Board Method".It is possible for the student to answer at the blackboard in such a way that the audience does not see the results of the work of the respondent. Vocabulary dictation for knowledge of the conceptual apparatus of the discipline or some other task, the audience does work in notebooks, and then checks with the option on the board, evaluates and analyzes errors.

To analyze the errors of tests, independent, practical and control works.A good teacher habit is to dwell on common student mistakes, discuss shortcomings and work together to find the right solutions.
Involving students in the creation of teaching aids, in the organization of educational activities.Good and excellent students can be given individual tasks related to the selection and analysis of information on any issue. Students are happy to understand new concepts, make tables and even presentations on selected topics. Awareness of one's importance and usefulness in the organization of the educational process increases motivation.

Organization of checking by students of the work of their classmates.After writing an independent work, you can invite the audience to exchange works and check it yourself, rate it. Trust increases motivation.

Giving students the opportunity to evaluate the answers of classmates.Whiteboard presentations can be offered to be evaluated by the audience. In this case, everyone will listen carefully to the answer in order to make their verdict.

Using a 10-point system for assessing students.It is more reasonable to use such a system in groups with a small number of students. The main rule is the systematic and utmost attentiveness of the teacher. The meaning of the 10-point system is that a student present at the lesson can receive the maximum number of points for the lesson - 10. The points are added up as follows:
Class attendance. The student receives the maximum possible 3 points if he is not late. Late attendance is worth 1 point;
Taking notes - 2 points. Absence of abstract - 0 points, incomplete notes - 1 point;
Work at the lesson - the maximum possible - 5 points. Lack of activity - 0 points, additions to other answers - 2 points, 3.4 - depending on the quality of the answers, a complete answer to any question or presentation of a report - 5 points.
Informing students about the results of their activities.It is necessary to carry out the most elementary statistics of the level of training, the success of students after writing any test papers. The audience always wants to know about the results of their work.

The use of modern teaching methods (project, problematic, research, collaborative learning, multi-level learning, and others).A variety of modern forms and methods of organizing educational activities increases the motivation of students.

Section 2. Modern pedagogical methods and techniques for increasing students' motivation for the learning process

1. Cluster

cluster - a pedagogical method that develops variant thinking, the ability to establish comprehensive connections and relationships of the topic being studied (concept, phenomenon, event).

Target : prepare students for the perception of new information.

Step by step description of the method:

1. In the center of the blackboard or large sheet of paper, write down the keyword (sentence)
2. Next, we invite students to express words or phrases that, in their opinion, are related to this topic.
3. As ideas come in, we write them down on the board (sheet of paper).
4. Then we establish jointly suitable connections between concepts and ideas.

Teacher tips:

1. Record all student ideas
2. Do not judge the quality of ideas (do not comment)
3. Ignore spelling and other writing inhibitions
4. Don't stop writing until the allotted time is up. If necessary, help students with ideas by asking leading questions.
5. Try to build as many connections as possible. Do not limit the number of ideas, their flow and connections between them.
6. Remember that group clustering serves as a core for the group's ideas.

It is advisable, after the group compilation of the cluster, to offer students individual compilation, followed by work in pairs (triples, small groups).

2. Sincwine

cinquain - a technique that allows you to present educational material on a specific topic in a few words.

Target : to achieve a deeper understanding of the topic.

Step by step description of the method:

1. We introduce students to the rules for compiling syncwine.
2. We propose to compose, following these rules, a syncwine on a specific topic.
3. After making sure that everyone has compiled, we suggest that you voluntarily read out a few syncwines.

Rules for compiling syncwine:

1. In the first line, the topic is indicated by one word (noun).
2. The second line is a description of the topic in two words (adjectives)
3. The third line is a description of the action within this topic in three words (verbs, participles)
4. The fourth line is a four-word phrase expressing attitude to the topic (different parts of speech)
5. The fifth line is one word, a synonym for the topic.

Teacher tips:

1. At the beginning, invite students to compose a syncwine on a topic that is familiar to them (for example, "Family", "School", "Friendship", etc.)
2. At first, when compiling a syncwine, provide for work in pairs, in small groups, and only then individually.

Encourage syncwines, which contain the most accurate description of the various aspects of the topic.

3. I know / I want to know / I found out (Z / X / Y)

Z/X/U - one of the types of graphic organizers that allows you to conduct research work on a topic.

Table Z/X/U

Target : preparation for the perception and comprehension of new information.

Step by step description of the method:

1. We hang out the Z / X / Y table prepared on a Whatman paper.
2. We brainstorm on a chosen topic.
3. Using the blitz survey method, fill in the column “What do we know about this topic”.
4. In the same way, fill in the column "What would you like to know."
5. We offer a handout containing the main provisions on the chosen topic (i.e. answers to the questions posed)
6. After reviewing the proposed information (10-12 minutes), we return to the column (“What would you like to know”), determine which questions were answered and write it down in the “Learned” column.
7. In the same column we enter new information that is not provided by the students in the column “What would you like to know”.
8. Next, we find out how true the students' knowledge turned out to be in the "What we know" column.

4. Argumented essay

Argumented essay- one of the types of research work that allows you to consider a specific problem from different points of view.

Target : development of skills and abilities of a clear and reasonable presentation of one's position.

Tips for the teacher:

1. Before inviting students to write a reasoned essay, they should be familiarized with the main provisions of its four parts: introduction, presentation of the thesis, expectation of objection and conclusion.

2. In the preliminary preparatory part, it is necessary to determine: what information to include, to whom to refer, how to interpret the facts, what methodology to choose.

3. In the introduction, use two points:

Introductory statement (introduction to the topic, its background, purpose of the study) using well-known techniques (unusual statement, interesting quote, amazing statistics, etc.)

The thesis statement, which is, in essence, the position that is to be argued. (at the same time, indicate which parties and to what extent arguments are needed).

4. Presentation of the thesis - the main part of the essay, which sets out the arguments in favor of the chosen position. The most common way is statements (statement) and then facts as a justification. It is also possible vice versa: first, a list of facts, and then a conclusion, a consequence (statement).

5. Waiting for objections. It seems that the thesis statement will be more convincing if the arguments of the opposite statement are provided, giving it a critical analysis. Then offer a compromise solution, in some way yielding to the opposite opinion.

6. Conclusion. This part of the essay should show the reasonableness and validity of the chosen position.

5. Two-part diary

Two part diary- a pedagogical approach that gives

the opportunity to explore the text, express in writing your understanding of what you have read, linking it with personal experience.

Target : to arouse interest in the topic being studied, to promote the development of writing skills.

Step by step description of the method:

1. We offer students a prepared text for reading.

2. After making sure that everyone has read the text, please divide the notebook sheet with a vertical line into two parts.

4. On the right, the student writes down a comment on the quote (thesis) of the author, i.e. justifies his choice and understanding of what he read.

5. Upon completion of this part of the assignment, we invite students (voluntarily) to read out quotes (one at a time) and their comments on them. In the course of acquaintance, you can ask questions or offer your own version of a comment on a particular quote.

Teacher tips:

1. You can specify in advance the number of quotes (2-3), it all depends on the nature and volume of the text.

2. At the same time, the text, of course, must be linked to the university (school) program.

3. You can invite students to reflect their thoughts (after discussion) in an essay or reasoned essay.

7. Venn diagram

Venn diagram - one of the types of graphic organizers that allows analysis and synthesis when considering two or more objects (phenomena, facts, concepts).

It is built on two or more intersecting circles.

Target : the formation of skills and abilities to identify various and common features when comparing two or more phenomena, concepts.

Step by step description of the method:

1. Students (in pairs) fill in two circles, each of which lists the characteristic features of two concepts (objects, phenomena).

2. We combine students into small groups (4-5 people each) to compare the diagrams and complete them.

3. We offer students in small groups to identify the common features of these concepts (objects, phenomena)

4. A representative of one of the groups reads out the characteristic features of one and the other concept. Others, if necessary, supplement.

5. The representative of the other group reads out the features that unite the two concepts (general). Others, if necessary, offer their options.

Teacher tips:

1. Steps 4-5 can be done as small group presentations.

2. The three intersecting circles chart should be used after the students have mastered the work of completing the 2 circles chart, i.e. We recommend going from simple to complex.

8. Brainstorm

Brainstorm - a universal pedagogical method for the free development of many ideas on a given topic.

Designed to encourage students involved in problem solving to come up with more ideas, incl. the most incredible and fantastic.

Target : Use the power of a small group to generate ideas.

Step by step description of the method:

1. We seat students in a relaxed manner.

2. We prepare a board or large sheets of paper for writing down ideas.

3. By writing on a board or piece of paper, we indicate the problem of brainstorming.

4. We conduct brainstorming, having previously determined the rules for conducting.

5. All students' ideas are fixed by the leader (teacher, student) and recorded in its original formulation.

6. After making sure that the ideas have dried up, we will streamline the resulting list (i.e., remove repetitions, remove after discussion what does not apply to the problem.)

7. We check the list for completeness of the description (by carefully discussing each wording, checking whether it serves to describe this problem).

8. We ask students if the list in this edition can be accepted as evidence of achieving the goal.

Brainstorming Rules:any idea is allowed, criticism of ideas is not allowed, their evaluation before the termination of receipt of proposals, all proposals are fixed (without amendments or criticism of the proposed wording)

Teacher tips:

1. The facilitator during the brainstorming session can encourage and support all thoughts and statements, but no evaluation of ideas.

2. If, during the discussion of the resulting list, new formulations are found that describe additional general goals, remove them from the list so that they can be analyzed separately.

3. Stimulate new ideas by suggesting your own options when necessary

4. Do not allow laughter, ironic comments, mockery of the ideas of others.

9. Messed up logic circuits

Messed up logic circuits- a pedagogical method of problematization of educational material by logical construction of key concepts.

Step by step description of the method:

1. We hang out whatman paper with written key terms or concepts on the topic under study.

2. We invite students to establish a logical sequence of key concepts in random order, and then prepare a written text using all the key concepts.

4. Students correlate their options with the information provided by the teacher.

Teacher tips:

1. Encourage written work not only for proximity to the author's version, but also for non-standard thinking, an original way of solving a problem.

In theory, the motivation of students considers the stimulation of their activities in comparison with the activities of other people. This is the process of exposure to specific motives that affect self-determination and the productivity of professional work. Students' motivation affects the choice of a path in specialization, the effectiveness of such a choice, satisfaction with the results and, accordingly, the success of training. The main thing here is a positive attitude towards the future profession, that is, interest in it.

The manifestation of motivation among students strong and weak

Two main factors affect the effectiveness of training: the level of the cognitive sphere in development and the motivational sphere of the individual. A number of studies have been conducted, and scientists have proven that it is not the level of intelligence that distinguishes a strong student from a weak one. Here the motivation of students plays the most important role. Strong students constantly keep this motivation inside, because they are interested in mastering this profession at the highest level, and therefore receive and assimilate knowledge in full, so that knowledge, skills and abilities are complete. And for weak students, professional motivation in such a volume does not seem interesting, it is only external for them, the main thing is to get a scholarship. For some of them, it is important to receive approval from others. However, the learning process itself does not arouse a keen interest in them, and they do not strive to obtain the widest possible knowledge.

Only interest, that is, a positive attitude towards future practical activities, can be the basis for motivating students' educational activities. It is the interest in the profession that is directly related to the ultimate goal of education. If a particular specialty is chosen consciously, if the student considers it socially and personally significant, then the process of professional training will be productive and effective. Usually first-year students almost all consider the choice made the right one, but by the fourth year the euphoria is reduced. By the end of the course, the course is far from being satisfied with its own choice.

However, the interest still remains positive, since the motivation of students' learning activities is constantly heated up from different sides: these are respected teachers with interesting lectures, and collective classes play a huge role. But if the level of teaching in an educational institution is low, satisfaction can disappear even among those students who were internally motivated. It also affects the cooling of feelings in relation to the profession, the discrepancy between the ideas of the young mind about this profession and the gradually emerging real knowledge that brings understanding and sometimes radically changes the initial opinion. In this case, the professional motivation of students can suffer greatly.

Negative factors

There are three main things that change the attitude towards the profession and kill the desire to learn its secrets, which were revealed in the process of studying the motivation of students:

1. A collision with reality in a university, which is fundamentally different from the ideas that a young person had before entering a university.
2. Low level of training, poor learning ability, body resistance to intense and systematic work.
3. A categorical rejection of certain special disciplines, and therefore the desire to change the specialty, although the student's learning process itself may not cause rejection.

Usually, there are two sources of activity in the motivation of university students - external and internal. The internal source is social and cognitive needs, interests, attitudes, stereotypes, standards that affect the success of self-improvement of the individual, his self-realization, self-affirmation in any kind of activity. In these cases, the driving force of activity is the desire for an ideal model of one's own "I" and a feeling of inconsistency with the real "I". External sources of educational motivation of students, their personal activity are the circumstances in which the life and activities of a particular person take place. This should include requirements, a set of features, and expectations.

The essence of the requirements is compliance with the norms of behavior, activity and communication in society. Expectation can be interpreted as students' motivation for learning in relation to society's attitude to education, since this is the norm of behavior, and the student must take it for granted, which will help him in overcoming difficulties in the educational process. Opportunities are created by the objective conditions that are necessary for the educational activity to be promoted widely and powerfully. Here the driving force is the striving for those social requirements that the student's real level of knowledge does not yet meet.

Classification of motives

To study the motivation of students, many classifications have been created, where the motives are separated by significance or by signs of homogeneity in the corresponding groups. For example: social motives, when there is awareness and acceptance of the importance of learning, the need for the development of worldview and the formation of a worldview. These can be cognitive motives: interest and desire for knowledge, when the learning process brings satisfaction. And, of course, personal motives play the most important role: an authoritative position on the course, personalization, self-respect and even ambition - everything is in play.

Methods of student motivation are aimed at the educational process, and therefore the first two types are used almost always, personal motives in these cases are rarely taken into account. And in vain, because this would obviously bring the result closer, since the assessment of the teacher and the reaction of others helps a lot. Student achievement is greatly enhanced when everything is taken into account - the result is as important as the process. Cognitive and social motivation contribute to the preparation of students from the professional side, they effectively form skills, polish skills, and deepen knowledge. However, student motivation methods should also take into account personal motives.

Another approach to the classification of motives

D. Jacobson's classification meets the task very well, where motives associated with situations outside of educational activities are presented separately. This is a narrowly social (negative) motivation for professional choice: identification with parents or other respected people from the environment, when the choice is due to the fact that the student did not want to fail, and also to take responsibility for an independent decision, sometimes the choice was dictated to him by the usual sense of duty. And the formation of students' motivations in this vein is presented very widely.

This also includes general social motivation: if a student is responsible, he strives for successful studies in order to subsequently benefit society. Another hypostasis is pragmatic motivation, when the prestige of the profession, the possibility of social growth and the material benefits that the profession will bring in the future encourage activity. The development of students' motivation for academic work also includes different motivations:

• This motivation is cognitive, if a student strives to get an education, willingly absorbs new knowledge, masters skills and abilities.
• Professional motivation is due to interest in the future profession, in its content. Then a creative approach appears, and opportunities increase, because there is confidence in the presence of one's own abilities, which are mandatory in this profession.
• Very strong in increasing the motivation of students and motives for personal growth, when the basis of learning is the desire for self-improvement and self-development.

To prepare for a future profession, the motives associated with learning and general social motivation are most important, while pragmatic and narrow social motivation most often have a negative impact on learning.

For teachers

In the methodology of students' learning motivation, the classification made by B. B. Aismontans is also used, which refers to the activities of teachers aimed at these problems. The motives of duty prevail in the teacher's work, in second place is the interest and enthusiasm for the discipline they teach. And, finally, communication with students - this should also be included in the mandatory mode of teaching work, so that the diagnosis of student motivation is constantly under control.

Educational motivation is a complex structure, including both internal and external, it is characterized by the stability of the links between directly educational activity and the level of intellectual development. Academic success depends not only on the student's abilities, which he received from nature, but to a greater extent - on motivation. It must be recognized that these two components are closely interrelated.

Today's problems

The current situation has exacerbated the problem of high-quality training of specialists to the limit. It is a problem of paramount attention among all others today. It is necessary to develop the cognitive activity and creative abilities of students, which is very difficult to do, since too many unpleasant moments have accumulated in this narrowest place in pedagogy. Professional motivation is a driving factor in the development of the individual, since without its formation at the highest level it is impossible to effectively develop the country, including its economy. And from year to year there are less and less high professionals literally in all sectors of the national economy.

The problem is one of the most urgent, since the motivational sphere in the development of a specialist determines not only his internal and external state, but also the approach to fulfilling his duty to society. The motivation of students plays an important role in the organization of the educational process; this is one of the most difficult pedagogical tasks, which, for various reasons, is solved more slowly or not at all. It is difficult for teachers to manage motivational processes precisely because the prestige of pedagogical activity in recent decades has been at an exceptionally low level. It is necessary to create certain conditions for the student to develop internal motives, to stimulate this process in some way.

One cannot blame the huge amount of information that falls on young and not fully strengthened minds for everything, rather, the social policy of the state, especially in the educational sphere, is to blame. Although, of course, media social networks, for example, seriously interfere with motivating students to the educational process, to systematic work, to the search for serious information. The Internet is a huge world where you can get voluminous knowledge on any scientific topic, but students look at pictures with cats and write comments terribly illiterate. There is a search for ways to motivate students so that the Internet helps to gain knowledge, and does not take it away. This is what teachers, psychologists and society as a whole are doing, but it must be admitted that it has not yet worked out.

activity problem

This is also a burning issue. We need new forms and methods of teaching students to intensify their attitude to learning activities. But first of all, it is necessary to conduct a critical analysis of the existing ones. After all, often all training is based on what the student reproduces, remembering only a certain range of factual material: "from now to now." We need creative activity, the desire to look ten pages ahead. Here the roles of teacher and student should be qualitatively reconsidered. Partnerships are needed to make the student an actor. Otherwise, the teacher will not even be able to diagnose the student's motivation or lack of it.

And to know what motivates the student, what motives encourage him to act, the teacher is obliged to develop and implement an effective system of motivation management methods during the educational process. The main task is the correct organization of the student's activities, including non-educational ones, in order to maximize the disclosure of the inner potential of the individual. However, the structure of such motivation - both professional and pedagogical - for the training of a specialist has not only not been studied yet, it has not yet been built. The strategy of vocational education today should provide increased motivation for professional activities, stimulate creativity, develop the intellectual, emotional, spiritual and volitional qualities of students.

Motivational sphere

It is necessary to study educational motivation in order to identify the real level and possible prospects, zones of influence on the development of a student who urgently needs to indicate new goals and identify basic needs, it is then that the processes of the relationship between the social structure and the formation of worldview categories of the individual will appear. It is necessary to consider all stages of the development of motivational components without exception, since the results are always different, they depend on many factors: cognitive and social motives, on the standard of living, on the hierarchy of the educational community, when immediate motives are subject to their conscious, arbitrary forms.

Motives must be harmoniously coordinated with each other, be stable, sustainable and necessarily positively colored, be oriented towards long-term prospects in time, be effective and really influence behavior. It is then that a mature form of professional motivation will turn out. At the moment, the majority of first-year students have intrinsic motivation, then this number decreases, but those who retain this inner core do not lose sight of their goals, despite the influence of numerous external factors.

The formation of motivation

The features of the formation of motivation for each student are an individual process, they are literally unique, and here the task of the teacher is to find a common approach, to identify all the complex and even contradictory ways of professional motivation in order to direct its course. First of all, it is necessary to develop a cognitive interest, since without such a plan of activity nothing can be achieved. Therefore, in teaching, the best approach is to systematically monitor the arousal, development and strengthening of cognitive interest. This is the basis of motivation, acting powerfully both as a means of educating a student and as a means of improving the quality of education.

Specific recommendations are developed, communicated to educational institutions and implemented. At the forefront are the improvement of independent work. A lot depends on the teacher himself, on the strength of his teaching influence. They increase cognitive activity and the content of the material to be learned (and here, more than anywhere else, learning motivation is needed), the very process of working with new material inspires, where it is possible to put into action the reserves of personality qualities of both the student and the teacher.

Personality formation

The motivation of students to study is the pursuit of goals and reliance on the values ​​of professional education, the prospect of meeting the needs of the individual, society and the state. This is what predetermines all current changes in the educational process, including in the motivational sphere. The personality of the student during the training should become highly motivated in order to work and live in constantly changing economic and social conditions.

However, it is becoming more and more difficult to study the specifics of this sphere, its structure is rapidly becoming more complex, and this does not contribute to a good mastery of the profession as a whole. Priority becomes the interests of the individual, not the team, the formation of erudition and competence, and not a sense of duty and honor. It is necessary to raise the general culture and develop creativity. The student must be an active subject in society.

The level of professional motivation shows the involvement of students in the educational process, and this is precisely what shows that they are satisfied with the choice of profession. It is necessary to study the state of cognitive interest constantly, at all stages of personality development, matching the information received with social motives, with the hierarchical motivational sphere. According to the consistency and harmonious coexistence of various motives, the stability and sustainability of the effect that has appeared, the effectiveness of motivation, one can conclude how high the level of cognitive activity is.

You want to become a successful person, to achieve a lot in life, for this you need to study a lot and gain knowledge that will be useful to you in the future. But you are reluctant to once again sit behind books and study the information you need. I want to go for a walk, watch a movie or chat with friends.

How to start motivating yourself to study? Where do you start motivating yourself?

Psychologists have studied this problem and come to the conclusion that people who want to motivate themselves to study should be given twelve basic tips.

Look at the people who surround you, among them there are not entirely lucky people and there are successful and lucky people in life. Pay attention to friends who are doing well in life.

Analyze what helped them to succeed in life? Success, good work, respect, promotion all this does not come immediately, but gradually and thanks to your knowledge.

Thanks to the knowledge gained, a person creates his own way in life.

Find a friend who, like you, wants to learn, gain knowledge and get a good job in the future.

If you and your friend will share your achievements and even show off a little to each other, this is not bad. Competition in obtaining good knowledge will never harm anyone, but on the contrary, it will motivate you to get even more necessary knowledge.

It’s good if a person older than you can motivate you to study well, it can be a teacher, parents, just a close friend.

Try to ask more questions at the lecture, the more you learn new things, the better you will motivate yourself to study.

Do not be shy to ask questions to a professor or teacher, he will answer you with pleasure, because the person who asks questions is considered purposeful, result-oriented.

When a person has a goal of what he wants to become in life, a good teacher, doctor, engineer, he will try to learn to get the necessary knowledge, because he needs them in life, because without knowledge he will not be able to cure a person as a doctor or build production, as engineer.

Set a goal for yourself, who you want to become is your motivation and learn your chosen profession.

Make a to-do list for each day and stick to that list. If you set a goal for today to learn notes, you should definitely do it, after the material you have learned, do not forget to reward yourself, buy yourself a chocolate bar or take a walk with your girlfriend.

The achieved goal should always be appreciated and rewarded, even with a simple candy or chocolate bar.

Many people realize and understand that the main thing in order to achieve something in life is to gain knowledge and study a lot, but sometimes it’s so hard to force yourself to open a book, start reading and studying it.

How can this problem be dealt with? Take Mike Rohde's book Sketchnoting. Idea Visualization Guide.

The main point of this book is that you can write not only lectures, but also make funny mental maps with various interesting quotes, funny drawings, emoticons, and so on.

Try to motivate yourself through order and aesthetics. Tidy up on your table, arrange everything nicely and conveniently. Buy new notebooks, pens, pencils.

Create cosiness and beauty on your desktop, put something beautiful, stick the goal of your life over the table, look at it and strive for it.

Create ideal conditions for yourself to study, turn off the phone, TV, surround yourself with peace, create silence for yourself, if your neighbors interfere or it's noisy on the street, use earplugs, they help a lot.

In a calm environment, you will focus well and learn a lot of material.

If you like to study to music, turn on a calm, non-distracting melody and study to it.

If you compare studying with walking down the street or with some kind of entertainment, then you will never be able to motivate yourself to study well.

Never compare studying for your future with momentary weaknesses.

How much you can persuade and come up with different arguments to motivate you to study is enough, pull yourself together and sit down for books. What does it mean, you don’t feel like it, there is a word “must” sit down and do it.

Studying is needed primarily for you, and not for your relatives, friends and parents.

You need to learn or write some work, do not delay until the last day, start doing it in advance to meet the deadlines.

At the last moment, unforeseen situations may happen, the Internet will be turned off or a lot of questions will be asked in another subject, do not delay the completion of tasks and do them earlier.

Learn to plan your studies, set realistic goals and achieve them. You don’t have to do all the work that you were given for a week in one day, be able to distribute the amount of work and do it.

Very often people do not measure their strength and load themselves incorrectly, they get very tired from this, and a breakdown results.

Learn to load yourself evenly, then there will be no fatigue, and motivation itself will be present in you.

15 tips from students at an elite school at Harvard

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Conclusion

There are a lot of ways to motivate, choose the most suitable path for yourself and start learning in full force. Your knowledge is your future. We wish you good luck.