PSYCHOLOGICAL FEATURES OF MOTIVATION TO LEARN OF YOUNG SCHOOL STUDENTS IN THE CONDITIONS OF MODERN EDUCATIONAL CHALLENGES

Abstract

The purpose of the article is to conduct a theoretical analysis of the psychological characteristics of the motivation for learning of younger schoolchildren and to determine the impact of modern educational challenges, in particular martial law, digitalization, distance and blended learning, on the process of its formation and development. Particular attention is paid to identifying psychological factors that provide support for internal learning motivation in the context of social and educational transformations. The research methodology is based on the provisions of the concept of cognitive development by J. Piaget, self-efficacy by A. Bandura, the theory of self-determination by E. Deci and R. Ryan, as well as the ideas of humanistic psychology by A. Maslow and K. Rogers. At the same time, scientific approaches of Ukrainian researchers, in particular I. Bekh, O. Savchenko, G. Kostyuk, S. Maksymenko, which reveal the features of the development of a child's personality, the formation of his motivational sphere and the organization of the educational process in primary school, are used. The involvement of these approaches allowed us to comprehensively reveal the features of the motivational sphere of younger schoolchildren and determine the psychological mechanisms of its development in modern conditions. The scientific novelty lies in the generalization of the influence of modern socioeducational transformations on the structure of the educational motivation of younger schoolchildren and the clarification of the role of psychological factors in its support. The focus is on the relationship between the conditions of martial law, the digitalization of the educational environment and changes in family interaction as factors affecting motivational processes. In addition, promising areas of psychological and pedagogical support for the educational motivation of younger schoolchildren in the conditions of modern educational transformations are identified. Conclusions. Effective formation of educational motivation of younger schoolchildren requires targeted psychological and pedagogical support, which involves individualization of learning, development of student autonomy, support of their cognitive initiative and creation of conditions for a positive emotional learning experience. The practical implementation of these approaches will contribute to strengthening internal learning motivation, increasing the psychological stability of younger schoolchildren and their successful adaptation to modern educational conditions