Motivation to Higher Education and its Structure

Abstract

Features of motivation for obtaining higher education, leading motives, motivational structure are investigated. The relevance of the research is determined by the influence of the motivation peculiarities on the success in studies educational activities and subsequent work. The students of the first courses of full-time education of 12 universities of different regions of Russia took part in the research. N = 559. The analysis of such indicators of central tendency as median, mode and arithmetic mean was used to assess the relative importance of motives. Correlation analysis and cluster analysis were used to identify the structure of motivation for obtaining higher education. Motivation for obtaining higher education was defined as a distant, external to the training activity, an anticipatory motivation. The motives for ensuring material well-being in the future, professionalization, self-realization are the most significant. The structure of motivation includes two clusters of motives that are grouped around the motives of material well-being and self-realization, and a separate motive of professionalization. The motives of the first cluster can be marked as motives for socialization. Motives of the second cluster can be marked as motivation for individuation.

Formation of professional competencies as a basis of professional self-determination of students of agricultural universities

“…Many authors have addressed in their works to the comprehension and analysis of the problem of professional self-determination, the formation of professional competencies of students, the identification of personal aspirations, values, life-meaning orientations, life strategies, the development of professional identity, professional self-awareness of representatives of modern youth [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18]. Motivation is considered as one of the main functions of mastering a profession [19][20][21][22][23][24][25].…”

Taxonomy of Factors Involved in Decision-Making to Sustain Organization Members’ Creativity

“…Studies show that motivational systems are usually very effective after their implementation and elicit the desired motivation (Sale 2016;Bylkov and Har'kina 2021). However, as human beings are dynamic (Krushelnitskaya et al 2019), the effectiveness of motivational systems decreases over time. Therefore, it is necessary not only to motivate the university staff and students, but to do so creatively.…”

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

“…Several studies of the motives guided by which school and college graduates who entered universities chose their IERs indicate a number of problems in this regard (see, for example, Krushelnitskaya et al, 2019). In general, two clusters of motives were identified, namely: (1) "Self-realization -autonomy" and (2) "Socialization -well-being".…”

“…The sociological approach is presented by the research of D.L. Konstantinovsky and some other authors (Aleksandrov et al, 2015;Yashina et al, 2018;Kantor et al, 2018;Krushelnitskaya et al, 2019). Studies within the framework of the sociological approach are important as data sources, but for the design of psychological and pedagogical support for students to choose IERs, an adequate theoretical and methodological basis is needed.…”