LEARNING MOTIVATION PECULIARITIES OF FIRST-YEAR STUDENTS OF PSYCHOLOGICAL SPECIALTIES
Olha Yaskevych
Ukrainian Catholic University
Marуana Мykolaychuk
Ukrainian Catholic University
PDF 268-282 (Українська)

Keywords

motivational profile
ego-identity
interpersonal field
developmental objects

How to Cite

Yaskevych, O., & МykolaychukM. (2018). LEARNING MOTIVATION PECULIARITIES OF FIRST-YEAR STUDENTS OF PSYCHOLOGICAL SPECIALTIES. PSYCHOLOGICAL JOURNAL, 4(5), 268-282. https://doi.org/10.31108/1.2018.5.15.17

Abstract

The article is dedicated to the problem of learning motivation peculiarities of the entrants, who choose psychological specialties. Based on the empirical study, it distinguishes and depicts five motivational profiles – consumeristic, infantile, aesthetically expressive, hypercompensation and diffuse profile and tracks their development during the first year of university studies.

The analysis follows the age psychodynamics specificities of student of the first year of studying. Professional identification is understood as manifestation of wider and deeper processes of ego-identity building and validaton. It is also taken into account indispensable personal engagement, connected with decision about psychological studies. Searching for ego-identity is viewed through interpersonal and self-psychology approach. Student’s learning motivation is seen as a subjective reflection of his self-capabilities and deficits, which have been developed in the concrete interpersonal field between him and his teachers. This relationship has clear narcissistic quality, because student tends to use it for regulation, consolidation and differentiation of his own self. It is mentioned that academics are not prone to evaluate correctly their role as developmental objects for their students, or they emphasize the contrast between university and school or on the contrary resort to direct participation in student’s challenges. Both positions are not good enough, because the main task of puberty is to achieve the ability of appreciation of fantasies, cathected with inner wises and fears and reality, so both handling and neutrality will be interpreted by students as unavailability and cause deprivation of their self-object needs.Due to this way of thinking insufficient or conflict learning motivation, such as dependent, cynical, cold, apathetic or entertaining attitude, testifies about interpersonal problem, inability of teaching collective to give appropriate feedback on student’s behavior, serving as a mirror of his ambivalence or supporting his autonomy-seeking behavior.The article contains some recommendations for teachers about optimal interpersonal position in their relation with students considering their motivational profiles.

 

PDF 268-282 (Українська)

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