Бочарова Вера Александровна,
магистрант института психологии и педагогики
ЕГУ им. И.А. Бунина
(научный руководитель –
доктор педагогических наук, доцент А.Н. Пронина)
vera.bocharova.1992@mail.ru
Аннотация. Представлены результаты экспериментального исследования по изучению соотношения образа Я и внутренней учебной мотивации младших школьников. Выявлено, что осознание половой принадлежности, сочетание в образе Я социальных ролей и индивидуальных характеристик, осознание себя в настоящем времени, уравновешенный тип личности с позитивной валентностью и высоким уровнем дифференцированности идентичности соотносятся с учебно-познавательным мотивом и мотивом достижения успеха
Ключевые слова: образ Я, учебная мотивация, внутренняя учебная мотивация, младшие школьники.
В младшем школьном возрасте ведущей выступает учебная деятельность, структурным компонентом которой является учебная мотивация как стремление к улучшению результатов, проявлению настойчивости в достижении своих целей, стремление добиться успеха и выступает одним из главных свойств личности, оказывающих влияние на жизнедеятельность школьников.
Анализ научной литературы показывает, что среди многообразия факторов, воздействующих на мотивацию детей младшего школьного возраста, одним из наиболее значимых является образ «Я» учащегося (Божович Л.И. [1], Маркова А.К. [2], Матюхина М.В. [3], Моргун В.Ф.[4] и др.).
В возрасте 8-9 лет у младшего школьника сформирован осознанный образ «Я», связанный с устойчивым осознанием младшего школьника как ученика.
Нами была выдвинута первичная гипотеза исследования: младший школьник с осознанием своих способностей, возможностей, высокой и адекватной самооценкой и позитивными характеристиками отношения к себе, наличием высокой самооценки оказывают влияние на положительное, мотивированное отношение к учебному процессу.
Экспериментальная работа по исследованию соотношения образа «Я» на внутреннюю учебную мотивацию младших школьников была организована в три этапа. На первом этапе диагностировали сформированность образа «Я», на втором — выявляли характеристики и уровень внутренней учебной мотивации мотивации, на третьем — определяли соотношение образа «Я» и внутренней учебной мотивации младших школьников.
Характеристика выборки: Объём генеральной совокупной выборки детей дошкольного возраста составил 106 младших школьников (N=103)- ученики 2 класса (количество классов- 4) МБОУ ОШ №15, 97 г. Ельца. Средний возраст испытуемых составил — 8.7 лет ± 0.32. Разброс возраста: min -8, max -9 лет.
В качестве диагностических методик оценки уровня сформированности образа «Я» у младших школьников выступили модифицированный в соответствии с задачами нашего исследования тест Куна — Макпартленда «Кто Я?» (модификация инструкции и обработки Румянцевой Т. В.), адаптированный для возраста испытуемых вариант методики Т.В. Дембо — С.Я. Рубинштейн. Нами выявлено, что у большей части обследуемых школьников нейтральное отношение к половой принадлежности, многие школьники дают обозначение пола через узкие социальные роли, низкий уровень рефлексии. У многих младших школьников обнаружено отсутствие в самоописании индивидуальных характеристик при указании множества социальных ролей. Психологическое время характеризуется у большинства школьников осознанием себя в настоящем времени, они имеют в основном уравновешенный тип личности, нейтральную валентность идентичности, высокий уровень дифференцированности идентичности.
Таблица 1.
Характеристики образа Я младших школьников по результаты методики Куна — Макпартленда «Кто Я?» (%)
| Половая принадлежность | ||||||||
| Нейтральное | Эмоционально-положительное | Эмоционально-отрицательное | ||||||
| 60 | 24 | 16 | ||||||
| обозначение пола через узкие социальные роли | обозначение пола через широкие социальные роли | |||||||
| 74 | 26 | |||||||
| высокий уровень рефлексии | низкий уровень рефлексии | |||||||
| 25 | 65 | |||||||
| Соотношение социальных ролей и индивидуальных характеристик | ||||||||
| Отсутствие в самоописании индивидуальных характеристик при указании множества социальных ролей | Отсутствие социальных ролей при наличии индивидуальных характеристик | Соотношение социальных ролей и индивидуальных характеристик | ||||||
| 46 | 24 | 30 | ||||||
| Временная интегрированность личности | ||||||||
| Перспективная идентичность | Осознание себя в настоящем времени | Осознание себя в прошлом времени | ||||||
| 27 | 55 | 12 | ||||||
| По типу людей | ||||||||
| эмоционально-полярный тип | уравновешенный тип | сомневающийся тип | ||||||
| 34 | 45 | 21 | ||||||
| Валентность идентичности | ||||||||
| Негативная | Нейтральная | Позитивная | Завышенная | |||||
| 18 | 40 | 25 | 17 | |||||
| Уровень дифференцированности идентичности | ||||||||
| Высокий уровень дифференцированности | Низкий уровень дифференцированности | |||||||
| 66 | 34 | |||||||
Результаты применения методики Т.В. Дембо — С.Я. Рубинштейн показали у большинства испытуемых школьников средний реалистичный уровень притязаний, среднюю и высокую самооценку, умеренную степень расхождения между уровнем притязаний и уровнем самооценки по всем шкалам оценивания.
Таблица 2.
Характеристики самооценки и уровня притязаний в структуре образа Я младших школьников по результаты методики Т.В. Дембо — С.Я. Рубинштейн (%)
| Шкалы оценивания | Уровень притязаний | Высота самооценки | Расхождение между уровнем притязаний и уровнем самооценки | ||||||
| завышенный | средний реалистичный |
низкий | завышенная | средняя и высокая |
заниженная | слабая | умеренная | сильная | |
| Ум, способности | 18 | 56 | 26 | 20 | 44 | 26 | 30 | 31 | 39 |
| Характер
|
35 | 44 | 21 | 29 | 55 | 16 | 32 | 44 | 24 |
| Авторитет
|
12 | 32 | 56 | 14 | 34 | 52 | 34 | 36 | 30 |
| Красота | 55 | 35 | 10 | 60 | 25 | 15 | 45 | 40 | 15 |
| Уверенность | 28 | 40 | 32 | 30 | 43 | 27 | 31 | 27 | 42 |
| Средние показатели по шкалам | 29.6 | 41.4 | 29 | 31 | 41 | 28 | 34.4 | 35.6 | 30 |
Для изучения сформированности внутренней мотивации младших школьников применялась методика Н.Ц. Бадмаевой. Нами выявлено, что в общей выборке у большинства испытуемых младших школьников на первом месте стоит мотивация достижения успеха, на втором — учебно-познавательные мотивы и на третьем мотивы аффилиации.
По результатам третьего этапа исследования установлено соотношение учебно-познавательного мотива и мотивом достижения успеха в основном с эмоционально-положительным отношением половой принадлежности, соотношением социальных ролей и индивидуальных характеристик, осознанием себя в настоящем времени, уравновешенным типом личности, позитивной валентностью идентичности и высоким уровнем дифференцированности идентичности.
Для большинства младших школьников с учебно-познавательным мотивом и мотивом достижения характерен завышенный и средний реалистичный уровень притязаний, средняя и высокая, завышенная высота самооценки, умеренная степень расхождения между уровнем притязаний и уровнем самооценки.
Таблица 3.
Соотношение составляющих образа Я в соответствии с тестом Куна — Макпартленда «Кто Я?» и внутренней учебной мотивации по результатам методики Н.Ц. Бадмаевой (%)
| Виды внутренних учебных мотивов | Учебно-познавательный мотив | Мотив достижения успеха |
| Половая принадлежность | ||
| нейтральное отношение | 30 | 22 |
| эмоционально-положительное отношение | 56 | 66 |
| эмоционально-отрицательное отношение | 14 | 12 |
| Соотношение социальных ролей и индивидуальных характеристик | ||
| отсутствие в самоописании индивидуальных характеристик при указании множества социальных ролей | 12 | 26 |
| отсутствие социальных ролей при наличии индивидуальных характеристик | 35 | 40 |
| соотношение социальных ролей и индивидуальных характеристик | 53 | 34 |
| Временная интегрированность личности | ||
| перспективная идентичность | 24 | 32 |
| осознание себя в настоящем времени | 60 | 53 |
| осознание себя в прошлом времени | 16 | 15 |
| По типу людей | ||
| эмоционально-полярный тип | 33 | 30 |
| уравновешенный тип | 45 | 52 |
| сомневающийся тип | 22 | 18 |
| Валентность идентичности | ||
| негативная | 12 | 10 |
| нейтральная | 25 | 15 |
| позитивная | 34 | 40 |
| завышенная | 29 | 35 |
| Уровень дифференцированности идентичности | ||
| высокий уровень дифференцированности | 62 | 71 |
| низкий уровень дифференцированности | 38 | 29 |
Анализ результатов таблицы 4 показывает, что для большинства младших школьников с учебно-познавательным мотивом и мотивом достижения характерен завышенный и средний реалистичный уровень притязаний, средняя и высокая, завышенная высота самооценки, умеренная степень расхождения между уровнем притязаний и уровнем самооценки.
Таблица 4.
Соотношение составляющих образа Я в соответствии с методикой Дембо-Рубинштейна и внутренней учебной мотивации по результатам методики Н.Ц. Бадмаевой (%)
| Виды внутренних учебных мотивов | Учебно-познавательный мотив | Мотив достижения успеха |
| Уровень притязаний | ||
| завышенный | 33 | 45 |
| средний реалистичный | 46 | 40 |
| низкий | 21 | 15 |
| Высота самооценки | ||
| завышенная | 32 | 46 |
| средняя и высокая | 57 | 42 |
| заниженная | 11 | 12 |
| Расхождение между уровнем притязаний и уровнем самооценки | ||
| слабая | 12 | 19 |
| умеренная | 65 | 45 |
| сильная | 23 | 36 |
Таким образом, можно констатировать, что у младших школьников с осознанием своих способностей, возможностей, высокой и адекватной самооценкой и позитивными характеристиками отношения к себе, наличием высокой самооценки характерно положительное отношение к учебной деятельности, стремление к достижению успеха, интереса к содержанию учебного материала.
Библиографический список
- Божович Л.И. Личность и ее формирование в детском возрасте.- Спб: Питер, 2008 – 468 с.
- Маркова А.К. Формирование мотивации учения в школьном возрасте.- М.: Просвещение, 2014. – 192с.
- Матюхина М.В. Мотивация учения младших школьников. – М.: Логос, 1984. – 158 с.
- Моргун В.Ф. Психологические проблемы мотивации учения// Вопросы психологии. – 2006. –№2.- С. 13-24.
91 комментарий
Вера Александровна, добрый день! Вы провели интересное и основательное исследование. Хотелось бы уточнить: насколько отношения в семье влияют на соотношение образа «Я» и внутренней учебной мотивации младших школьников?
В науке установлено, что благоприятные позитивные детско-родительские отношения типа «принятие ребёнка» «симбиоза, «демократический стиль общения» формируют у детей как позитивный образ Я, так и позитивную учебную мотивацию. Семейные взаимоотношения между членами семьи (родителями) позитивной направленности также способствуют позитивной самооценке и интересу ребёнка к школьному обучению, и наоборот семейные конфликты приводят к обесцениванию и дисгармонии образа Я ребёнка, а невротические состояния как переживания ребёнка за членов семьи могут снижать интерес и учебную мотивацию .
Вера Александровна, скажите, почему учебно-познавательный мотив и мотивацию достижения успеха вы относите к внутренней учебной мотивации?
Потому что только эти мотивы могут способствовать эффективности и успешности учебной деятельности, овладения учебным предметом.
Особое место в учебно-методическом комплекте Планета Знаний занимает курс Основы духовно-нравственной культуры и светской этики . Данный курс способствует формированию у младших школьников мотивации к осознанному нравственному поведению, формированию нравственных ориентаций в связи с религиозно-культурным просвещением учащихся; созданию у них определенного запаса систематических представлений, эмоционально окрашенных впечатлений о нравственных идеалах народа, способствует развитию ценностного отношения к духовному наследию своего народа. Особое место в курсе уделяется знакомству с нравственными, моральными нормами и правилами, выработанными обществом. В учебниках это иллюстрируется примерами из мировой и русской классической литературы. Система заданий на создание ситуаций предлагает учащимся сделать свой нравственный выбор, проанализировать, согласовывается ли этот выбор с реальными делами в классе, дома.
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