FORMING COGNITIVE MOTIVATION OF PRIMARY SCHOOL STUDENTS IN EXTRACURRICULAR ACTIVITIES
Science and Education
ФОРМУВАННЯ ПІЗНАВАЛЬНОЇ МОТИВАЦІЇ МОЛОДШИХ ШКОЛЯРІВ У ПОЗАУРОЧНІЙ ДІЯЛЬНОСТІ
Aim of the study to determine cognitive predictors of schoolchildren's hubristic motivation. Methodology. The complex of methods of psychodiagnostics contained a scale of academic self-control (P.R. Perry, adapted by T. Hordeyeva), Вісник ХНПУ імені Г.С. Сковороди. Психологія. Випуск 60 181 academic self-efficacy scale (F. Pajares, adapted by T. Hordeyeva), the scale of the diagnosis of implicit theories of abilities (C. Dweck, adapted by T. Hordeyeva), questionnaire to study the attributive
... the attributive style of schoolchildren (T. Hordeyeva, Ye. Osin та V. Shevyakhova), questionnaire for hubristic motivation. The sample consisted of 431 schoolchildren in grades 7-11, among which 242 with high academic performance and 189 with poor academic performance. Results. As a result of comparing the rates of cognition among students with different academic successes, it has been determined that academically successful students have higher academic self-control and self-efficacy, optimism in general and optimism in achievement and communication, optimism in success and failure situations, and lower rates of fixed mindset. The correlations between the hubristic aspirations and the academic self-efficacy, growth mindset, self-control attributive style of schoolchildren are determined. Conclusions. The cognitive factors of hubristic motivation in our study include the system of cognition, represented by ideas about their own effectiveness in activities and the ability to control learning activities, fixed and growth mindsets and attributive style. High academic performance of students positively affects their ability to control learning activities, belief in their own abilities and performance, optimistic attitude to learning and communication, the belief in the globality and the stability of success and the ability to control failures, to solve difficult life situations. Hubristic striving to perfection correlates with academic self-efficacy, achievement optimism, and hubristic striving to superiority correlates with academic self-control, optimism in communication and failure situations. It has been established that the most influential predictors of the development of a hubristic motive for achieving the perfection in schoolchildren is the idea of their own ability to overcome educational difficulties. The cognitive predictors of hubristic motive for achieving the superiority are the idea of the ability to independently control the course of educational activities and independently influence its results. The optimistic attributive style of schoolchildren positively affects both forms of the hubristic motivation of schoolchildren.