Study of the problem of psychological characteristics of educational motivation of gifted students in research

Аннотация

In this article, the psychological characteristics of educational motivation in gifted students, educational conditions are disclosed. In addition, the research conducted by foreign and local scientists with talented students was analyzed. Key words: personality, talent, motive, motivation, innovative study, pedagogue, psychologist, age characteristics, theory. The relevance of the topic of the article is determined by the great interest in the problems of education and intellectual level, personal and creative potential of a person in modern society. Studying the factors affecting the development of children's talent is important in connection with the actual task of modern education - revealing the potential of every child. The motivational field is one of the most important integral mental formations that determine various aspects of a person's interactions with the outside world and himself. Many studies are devoted to the study of motivation and the motivational sphere of the individual (L.S.Vigotskiy, A.N.Leontiev, D.N.Uznadze, A.K.Markova, V.I.Kovalev, D.A.Leontiev, V.G.Aseev, V.I.Levin, G.Hall, A.Maslow, H. Heckhausen, B.Bloom, R. de Charms, T.Amabil) [6. 103-121 p]. Currently, psychology has collected a lot of information and proposed a number of concepts of secondary motivation. Explaining various aspects of motivation to achieve success, including the contribution to the success of educational activities. The relevance of further concrete empirical research in the field of activity motivation is the role of motivational variables in learning and the need to diagnose, form and develop educational motivations in order to identify schoolchildren with different educational 183 potential and increase the effectiveness of educational activities. is determined by. Leading experts in the field of educational psychology emphasize the importance of turning to the source of the student's internal learning motivation in building an effective learning process (P. Ya. Galperin, V.V.Davidov, A.K.Markova, A.I.Podolskiy, N.F.Talzina, G.A.Zuckerman, D.B.Elkonin) [7. 46-63 p] The educational process can be facilitated by using educational technologies that help to improve the working mechanisms of the motivational parts of the educational process. Currently, psychology has collected a lot of information and proposed a number of concepts of secondary motivation. Explaining various aspects of motivation to achieve success, including the contribution to the success of educational activities. The relevance of further concrete empirical research in the field of activity motivation is the role of motivational variables in learning and the need to diagnose, form and develop educational motivations in order to identify schoolchildren with different educational potential and increase the effectiveness of educational activities. is determined by. Leading experts in the field of educational psychology emphasize the importance of turning to the source of the student's internal learning motivation in building an effective learning process (P. Ya. Galperin, V. V. Davidov, A. K. Markova, A. I. Podolskiy, N. F. Talzina, G. A. Zuckerman, D. B. Elkonin). The educational process can be facilitated by using educational technologies that help to improve the working mechanisms of the motivational parts of the educational process. The development of innovative teaching technology, the step-by-step theory of mental processes, which reflects the main motivational components based on the theory of developmental education of V.V.Davidov and D.B.Elkonin, is of great importance, which can be more effectively supported in educational practice. One of the most intriguing, and often frustrating, puzzles for those who study individuals with great intellectual and creative promise is why some bright students never reach the level of success of which they seem so capable. More than half a century ago, David McClelland and his colleagues published a now-classic study of this problem, Talent and Society (McClelland, Baldwin, Bronfenbrenner, & Strodtbeck, 1958). They suggested that the solution to this puzzle could be found by looking at a range of nonintellective factors, with particular attention to achievement motivation. One recent definition of motivation is “the process whereby goal-directed activity is instigated and sustained” (Schunk, Pintrich,&Meece, 2008, p. 4). In otherwords, motivation includes choosing some goals and not others, starting work toward a goal, and persevering in that work. Motivation is commonly defined in psychology and education publications in a way that includes both personal and environmental factors. Motivation theory and research address differences in the relatively stable motivational characteristics of people, but they also address the situational characteristics of tasks and environments that may lead to more or less motivation. How is motivation related to a “gifted” level of performance? What are the motivationa