Krzhizhanovskogo Street, 24/35, korpus 5, 117218, Moscow, Russia
Tel.: +7 (499) 128-85-19
Fax: +7 (495) 719-07-40
Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences
The post-Soviet generation of youths dramatically differs from the previous generation. They are not the same people. Youths now live in different conditions, they have different values and behavioral motives. Despite unfavorable socio-economic conditions, which have been prevalent in our country for the past few years, the young generation’s interest in further pursuing education has not withered. As shown earlier by studies we conducted, over 80% of Moscow’s school graduates were very much motivated to apply for college. Meanwhile certain transformations occurring within the lives of individuals and society in general (as well as an evolving labor market) lead to the emergence of ever more specific demands to college educational relations, and to the content and quality of higher education. This study, the key results of which are covered in this article, was conducted in 2017 within a state-coordinated medium term (2012-2018) Moscow city program called “Educational development in Moscow city” (“capital education”). The goal for this research project was to define the interconnections and interdependences, as well as multiple social and psychological motives which determine the social-cognitive activities of college applicants and freshmen students of various educational stages and profiles. The researchers saw their purpose in defining the dominant and peripheral (“background”) factors for motivation of cognitive-intellectual, practice-oriented, communicative or any other nature; analyzing the degree to which they affect college applicants’ choice of school, as well as choice among bachelor and master course students for their preferred training fields during their first year of study; developing a structure for students’ educational motivations. The amount of respondents which partook in the study is N = 1972. This was a random sample. Meanwhile the proportion of surveyed bachelor course students on their first year of study amounted to 76% of the general totality for this specific category of students (as of April 24th 2017); the proportion of surveyed first year master course students for that same period amounted to 68% of the general totality for that category of students. The spectrum of motivational attitudes among respondents, in terms of their college education, can be divided into constructive-pragmatic, passive-evasive, conformist-optimistic and unconstructive-pessimistic. The most significant motivating factors which affected applicants’ choice of college are as follows: independent choice; possibility to receive a scholarship; interesting educational program, high-quality tuition; state college status, and a handful of others. During the course of the study we determined a complex of factors which hamper the education process and have a certain negative influence on the formation of students’ motivational standings: inability to effectively plan time; excessive study load; insufficient quality when it comes to teaching certain subjects, etc. In conclusion, a comprehensive forecast was formulated for the further shaping and development of positive motivational attitudes among potential and active students of specific educational institutions.
students, motives, the educational relations, the dominating factors, peripheral factors, structure of motivation.
Aseev V. G. Motivatsii povedeniya i formirovanie lichnosti [Motivations of behavior and formation of the personality]. M.: Prosveschenie. 1976. 158 p. (in Russ.).
Borovskiy V. M. Vvedenie v sravnitel'nuyu psikhologiyu [Introduction to comparative psychology]. Rabotnik prosvescheniya. 1927. 268 p. (in Russ.).
Bourdieu P. Nachala [Beginnings]. Moscow, Sozio-Logos, 1994. 288 p. (in Russ.).
Bourdieu P. Vvedenie v sotsiologiyu sotsial'nykh nauk: ob"ektivatsiya sub"ekta ob"ektivatsii [Introduction to sociology of social sciences: objectivation of objectivation`s subject]. Sotsiologiya pod voprosom. Sotsial'nye nauki v poststrukturalistskoy perspektive. Moscow, Praxis, 2005, pp. 9–13. (in Russ.)
Bozhovich L. I. Izuchenie motivatsii povedeniya detey i podrostkov [Studying of motivation of children and teenagers behavior]. Moscow, 1972. 352 p. (in Russ.).
Efimova I. N. Sotsiologichesky analiz rynka obrazovatel'nykh uslug s tsel'yu vyiavleniya motivatsii abiturientov 2011 goda pri vybore vuza [The sociological analysis of education market for identification of motivation of entrants of 2011 at the choice of higher education institution]. Vestnik Nizhegorodskogo universiteta im. N. I. Lobachevskogo, 2012, no 4 (1), pp. 19–25 (in Russ.).
Gus'kova N. D., Krakovskaya I. N. Investitsii v chelovecheskiy kapital vuza: organizatsionny aspect [Investments into the human capital of higher education institution: organizational aspect]. Problemy teorii i praktiki upravleniya, 2010, no 5, pp. 53–58 (in Russ.).
Konstantinovsky D. L. Formirovanie orientatsiy molodyozhi v sfere obrazovaniya [The Formation of Youths’ Attitudes in the Educational Field]. Vestnik Instituta sotziologii, 2016, no 4 (19), pp. 15–24. DOI: https://doi.org/10.19181/vis.2016.19.4.427 (in Russ.).
Kopalkina E. Experty otsenili doliu bespoleznykh dlia economiki gosrashodov v 70% [Experts have estimated a share of state expenditure, useless for economy at 70 percents]. RBC Official website. URL: http://www.rbc.ru/economics/13/10/2017/ 59dfa8f89a79471a6bc8a307?utm source=pushc [date of visit: 17.12.17] (in Russ.).
Krylova M. N. Sposoby motivatsii uchebnoy deyatel'nosti studentov vuza [Ways of motivation of students’ educational activity]. Perspektivy nauki i obrazovaniya, 2013, no 3, pp. 86–95 (in Russ.).
Lazursky A. F. Classifikatsiya lichnostey [Classification of persons]. Psihologiya individual'nykh razlichiy. Khrestomatiya po psihologii. Ed. by Y. B. Gippenreyter, V. J. Romanova. Moscow, Izd, 2000, pp. 472–491 (in Russ.).
Leont'ev A. N. Deyatel'nost'. Soznanie. Lichnost' [Activity. Consciousness. Personality]. Seriya: Vysshee obrazovanie. Moscow, Smysl, Akademiya, 2005. 352 p. (in Russ.).
Maslow A. Motivatsiya i lichnost' [Motivation and personality]. Saint-Petersburg, Piter, 2017. 478 p. (in Russ.).
Mel'nik E. V., Borovskaya N. I. Veduschiy tip motivatsii pri vybore professional'noy deyatel'nosti sportivnogo psikhologa i trenera [The leading type of motivation at the choice of professional activity of the sports psychologist and coach]. Materialy mezhdunarodnogo psikhologo-pedagogicheskogo simpoziuma pamiati professora V. A. Rodionova (26.04.2017). Moscow, Novaya kniga, 2017, pp. 89–94 (in Russ.).
Nemov R. S. Psikhologiya [Psychology]. Moscow, VLADOS, 2003. 688 p. (in Russ.).
Novye smysly v obrazovatel'nykh strategiyakh molodiozhi: 50 let issledovaniya [New meanings in the educational strategy of youth: 50 years of a research]. Moscow, TSSP, 2015. 232 p. (in Russ.).
Orlov Y. M. Ozdoravlivayuschee myshlenie [The revitalizing thinking]. Second edition. Moscow, Spayding, 2006. 90 p. (in Russ.)
Parsons T. Professii i sotsial'naya struktura [Professions and social structure]. Sotsial'nye i gumanitarnye nauki. Otechestvennaya i zarubezhnaya literatura. RZh. Ser. 11: Sotsiologiya. Mocow, ISISS RAS publ., 2015, no 4, pp. 153–170 (in Russ.).
Rubinshteyn S. L. Osnovy obschey psikhologii [Fundamentals of the general psychology]. Saint-Petersburg: Piter, 2000. 712 p. (in Russ.).
Shadrikov V. D. Psikhologiya deyatel'nosti i sposobnosti cheloveka [Psychology of activity and ability of the person]. Second edition. Moscow, Logos, 1996. 320 p. (in Russ.).