Affiliation:
1. Moscow State University of Psychology & Education
Abstract
We present results of our study, the purpose of which was to find out the connection between the sociocultural components of the school educational environment and the first-graders' learning motivation. Our hypothesis is that the first-graders' learning motivation in a school with a communication-oriented model of the educational environment differs from that of first-graders in schools without communicative orientation. Using the techniques ‘Me at school’, ‘Six stories’ and ‘Let’s talk about school’ we surveyed 180 first-graders at two elementary Moscow schools: 126 children at school with a communicate-oriented model of the educational environment and 54 children at school without such orientation. The results revealed differences in the first-graders' learning motivation at schools with different models of the educational environment. The majority of the first graders at the school with a communicative-oriented model had pronounced social and learning motives and showed high levels of learning motivation. As for the school without communicative orientation, about a half of the first graders displayed motives of high achievements (to occupy a high status position in the future and get high marks) and had an average level of learning motivation.
Funder
Moscow State University of Psychology and Education
Publisher
Federal State-Financed Educational Institution of Higher Education Moscow State University of Psychology and Education
Subject
Developmental and Educational Psychology,Education,Social Psychology,Psychology (miscellaneous)
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