Methods of Independent Valuation of adolescent «inherent value» in Training Activity

Abstract

Implementing the new educational standards requires additional motivating features for successful study of adolescent. We tested a hypothesis that school student motivation to successful study is a result of interaction between external forms of motivating, such as forms of individual and social examination of study results by the teacher, and internal forms (a keen susceptibility of injustice or “suffering”, feelings of sorrow adolescent experienced from others or fault of their own). The study involved 41 students of 9th grade. The statistical analysis of intergroup differences and regression analysis confirmed the hypothesis. We found that depending on the sense of “suffering” adolescents admit more clearly how teacher evaluate his/her achievements on the main subjects (mathematics), has great self-esteem of his/her abilities and more “response” for the choice of future profession. According to the study results, authors pay special attention to the external factors that determine the adolescents’ attitude to themselves. That is, the achievement motive and anxiety of school student can be affected according to the preferred teachers value system based on an individual or a social student achievement evaluation norm.