THE ROLE OF DOMINANT MOTIVATION IN THE SUCCESS (FAILURE) OF EDUCATIONAL ACTIVITY AND ITS RELATIONSHIP WITH PERSONAL AND SITUATIONAL ANXIETY
<span>This article describes the structure of dominant motivation educational activity in student groups with good (I gr.) and bad achievers (II gr.), for example, learning a foreign language. Obtained results have revealed the fundamental differences of motivational profiles in two researched...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Science and Innovation Center Publishing House
2015-12-01
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| Series: | Sovremennye Issledovaniâ Socialʹnyh Problem |
| Subjects: | |
| Online Access: | http://journal-s.org/index.php/sisp/article/view/8479 |
| _version_ | 1818738651504312320 |
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| author | Larisa Evgenievna Deryagina Alexandra Konstantinovna Sherstennikova |
| author_facet | Larisa Evgenievna Deryagina Alexandra Konstantinovna Sherstennikova |
| author_sort | Larisa Evgenievna Deryagina |
| collection | DOAJ |
| description | <span>This article describes the structure of dominant motivation educational activity in student groups with good (I gr.) and bad achievers (II gr.), for example, learning a foreign language. Obtained results have revealed the fundamental differences of motivational profiles in two researched groups: there has been an active, adequate situation, aimed to successful achieving of motivational strategy in I group; and a passive, aimed to avoid failure, conflicting and therefore ineffective strategy in II group. There were analyzed levels of personal and situational anxiety among students with different structures of dominant motivation in a situation of test control and in normal conditions. It was revealed that subjects with leading motivation for success have demonstrated moderate levels of both personal and situational anxiety, which have not changed in testing situation practically. The students with motivation of avoiding failure have had a higher level of personal anxiety, especially. In situation of testing control the levels of personal and situational anxiety have increased significantly, which reduced the productivity of educational activity.</span> |
| first_indexed | 2024-12-18T01:12:20Z |
| format | Article |
| id | doaj.art-4323b2ad953f4602945ed5e992b338a3 |
| institution | Directory Open Access Journal |
| issn | 2218-7405 |
| language | English |
| last_indexed | 2024-12-18T01:12:20Z |
| publishDate | 2015-12-01 |
| publisher | Science and Innovation Center Publishing House |
| record_format | Article |
| series | Sovremennye Issledovaniâ Socialʹnyh Problem |
| spelling | doaj.art-4323b2ad953f4602945ed5e992b338a32022-12-21T21:26:04ZengScience and Innovation Center Publishing HouseSovremennye Issledovaniâ Socialʹnyh Problem2218-74052015-12-0101231410.12731/2218-7405-2015-12-15197THE ROLE OF DOMINANT MOTIVATION IN THE SUCCESS (FAILURE) OF EDUCATIONAL ACTIVITY AND ITS RELATIONSHIP WITH PERSONAL AND SITUATIONAL ANXIETYLarisa Evgenievna DeryaginaAlexandra Konstantinovna Sherstennikova<span>This article describes the structure of dominant motivation educational activity in student groups with good (I gr.) and bad achievers (II gr.), for example, learning a foreign language. Obtained results have revealed the fundamental differences of motivational profiles in two researched groups: there has been an active, adequate situation, aimed to successful achieving of motivational strategy in I group; and a passive, aimed to avoid failure, conflicting and therefore ineffective strategy in II group. There were analyzed levels of personal and situational anxiety among students with different structures of dominant motivation in a situation of test control and in normal conditions. It was revealed that subjects with leading motivation for success have demonstrated moderate levels of both personal and situational anxiety, which have not changed in testing situation practically. The students with motivation of avoiding failure have had a higher level of personal anxiety, especially. In situation of testing control the levels of personal and situational anxiety have increased significantly, which reduced the productivity of educational activity.</span>http://journal-s.org/index.php/sisp/article/view/8479motivationeducational activitysuccessavoid of failuresituational and personal anxiety |
| spellingShingle | Larisa Evgenievna Deryagina Alexandra Konstantinovna Sherstennikova THE ROLE OF DOMINANT MOTIVATION IN THE SUCCESS (FAILURE) OF EDUCATIONAL ACTIVITY AND ITS RELATIONSHIP WITH PERSONAL AND SITUATIONAL ANXIETY Sovremennye Issledovaniâ Socialʹnyh Problem motivation educational activity success avoid of failure situational and personal anxiety |
| title | THE ROLE OF DOMINANT MOTIVATION IN THE SUCCESS (FAILURE) OF EDUCATIONAL ACTIVITY AND ITS RELATIONSHIP WITH PERSONAL AND SITUATIONAL ANXIETY |
| title_full | THE ROLE OF DOMINANT MOTIVATION IN THE SUCCESS (FAILURE) OF EDUCATIONAL ACTIVITY AND ITS RELATIONSHIP WITH PERSONAL AND SITUATIONAL ANXIETY |
| title_fullStr | THE ROLE OF DOMINANT MOTIVATION IN THE SUCCESS (FAILURE) OF EDUCATIONAL ACTIVITY AND ITS RELATIONSHIP WITH PERSONAL AND SITUATIONAL ANXIETY |
| title_full_unstemmed | THE ROLE OF DOMINANT MOTIVATION IN THE SUCCESS (FAILURE) OF EDUCATIONAL ACTIVITY AND ITS RELATIONSHIP WITH PERSONAL AND SITUATIONAL ANXIETY |
| title_short | THE ROLE OF DOMINANT MOTIVATION IN THE SUCCESS (FAILURE) OF EDUCATIONAL ACTIVITY AND ITS RELATIONSHIP WITH PERSONAL AND SITUATIONAL ANXIETY |
| title_sort | role of dominant motivation in the success failure of educational activity and its relationship with personal and situational anxiety |
| topic | motivation educational activity success avoid of failure situational and personal anxiety |
| url | http://journal-s.org/index.php/sisp/article/view/8479 |
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