Features of learning motivation in the conditions of coronavirus pandemic (COVID-19)

Abstract

Maintaining motivation plays a special role during the introduction of distance learning in connection with the coronavirus epidemic. To analyze the features of motivation in different learning conditions, a graphic model of the student motivation has been presented. The effectiveness of the model was tested in both offline and online learning. The study showed that the influence of the main motivational components in the conditions of offline learning varies from primary school to higher education. The youngest students are best motivated to learn in a situation where the inner desire to learn something new is constantly supported by external stimulation. In primary school, the motivating influence of teachers and parents gradually decreases, but both the negative and positive influence of an important environment (friends, reference adults) increases. Adolescents have clearly defined learning goals. The impact of online learning on this category of students is quite controversial. The study has found mixed trends -- both an increase in motivation for learning and a sharp decrease. The first group is quietly moving to online learning, making extensive use of the Internet. The second either completely lose motivation to learn or shows unstable motivation, which either sharply decreases, then just as sharply increases.

9th International Scientific Conference on Sustainability in Energy and Environmental Science

“…Video records of talks are available at the New Trends in Economy YouTube channel (https://www.youtube.com/@user-vu7ic9jy7z). • Bård Borch Michalsen, UiT The Arctic University of Norway, Norway [72] • Ramesh Chandra Rath, Einstein Academy of Technology and Management, India [73] • Nadiia Shmygol, Poznań University of Life Science, Poland [74] • Sofiia Kafka, National Technical University of Oil and Gas, Ukraine [75] • Ketevan Goletiani, Batumi Navigation Teachenng University, Georgia [76] • Giuseppe T. Cirella, University of Gdansk, Poland [77] • Abdukhakim Mamanazarov, Founder of the Center of Economic Culture Development, Uzbekistan [78] • Pankaj Srivastava, FATER Academy of India, India [79] • Ewa Matuska, Pomeranian University in Slupsk, Poland [80] • Olena Panukhnyk, Ternopil Ivan Puluj National Technical University, Ukraine [81] • Ma lgorzata Sidor-Rzadkowska, Warsaw University of Technology, Poland [82] • Vladimir N. Soloviev, Kryvyi Rih State Pedagogical University, Ukraine [83] • W lodzimierz Strelcow, Pomeranian University, Poland [84] • Victoria Solovieva, State University Economics of Technology, Ukraine [85] • Serhii Hushko, State University Economics of Technology, Ukraine [86] • José Manuel Macedo Botelho, Evora University PhD, Portugal [87] • Petia Tanova, Frederick University of Cyprus, Cyprus [88] • Victoria Prokhorova, Ukrainian Engineering Pedagogics Academy, Ukraine [89] • Daina Znotiņa, Rezekne Academy of Tehnologies, Latvia [90] • Oleg Pursky, Kyiv National University of Trade and Economics, Ukraine [91] • Arnold Kiv, Ben-Gurion University of the Negev, Israel [92] • Hanna Kucherova, Classic Private University, Zaporizhzhia, Ukraine [93] • Iluta Arbidane, Rezekne Academy of Tehnologies, Latvia [94] • George Abuselidze, Batumi Shota Rustaveli State University, Batumi, Georgia [95] • Iryna Fadyeyeva, Ivano-Frankivsk National Technical University of Oil and Gas, Ukraine [96] • Serhiy Semerikov, Kryvyi Rih State Pedagogical University, Ukraine [97] • Jozef Za ťko, European institute of further education, Slovakia [98] • Abdel-Badeeh M. Salem, Ain Shams University, Eg...…”