In the master’s work conception of motivation problems of vocational school student is being analyzed, different theories are being introduced. Different theories of studying can be comprehended depending on teachers, the subject, methods and interests of students. The teacher himself ought to decide what psychological theories and principals of learning motivations could be the most acceptable and valuable realizing the most important tasks of education. If you want to tell what stimulates a student to study, you have to analyze the motives of learning or not learning. The analyze enables to foresee the pedagogical measures to be taken to make the process of teaching more effective. Therefore analyzes of learning motives has great importance for both theory and practice of pedagogies. Motivation of learning consists of: student’s essence of learning requirements, aims, emotions, interests. Everything changes depending on circumstances, students – students and students – teachers interrelations. These is evidence to sugest that motivation of learning changes depending on age and changes of social circumstances. Therefore the feeling of desire or unwillingness to learn is very important and urgent subject at vocational school. Not the best students enter vocational schools; therefore bad school attendance and back of motivation becomes big problems to the teachers working at these schools. Magistrate work of investigation is carried – out at Alytus vocational training... [to full text]

The aim of this study was to explore the alternation and the connection between the senior pupils’ creativity and motivation peculiarities. Hypothesis that pupil having high creativity questionnaire indicators will have higher creative thinking indicators were formulated. The positive connection between the senior pupils’ (9-12) creative thinking, creativity and learning motivation does not exist. The connection between creativity questionnaire indicators and independent criteria such as progress, gender and age is presumable. Most of tests in use today are based on the theory of Guilford (1950). Guilford (1950) identified three components of creative thinking: fluency (the ability to find multiple solution to a problem quickly); flexibility (being able to simultaneously consider a variety of alternatives); and originality (referring to ideas that differ from those of other people). Early tests designed to assess an individual’s aptitude for divergent thinking included the Torrance (1962) tests. So Torrance Test of Creative Thinking (1974) was chosen to test senior pupils in case to explore their peculiarities of creative thinking. (IICT) the visual aids (uncompleted figure task) of creative thinking measuring method, (TTCT, B form) originality evaluation and detail evaluation criteria were used as well. The personality creativity questionnaire of V. Petrulis (1988) was also used in order to ascertain the pupils’ evaluation level of their own creativity. The pupils’... [to full text]

The paper explores the motivation of the VPU (Vilnius Pedagogical University) students studying at their own expense. The subject is relevant, because the overall causes determining a person’s decision to acquire a higher education are chiefly analyzed in the area of learning motivation researches, however, there is a lack of more detailed investigations of the motivation of the students studying at their own expense. In the provided overview of literature sources, various learning motivation theories are examined. Based on these, a survey questionnaire has been worked out and a survey has been carried out in order to find out what kind of motivation groups (social, cognitive, practical, professional, educational, self-educational or other motives) pointed out in the works concerning the motivation topic are most important in choosing the studies at one’s own expense. The dynamics of the number of students studying at their own expense at Lithuanian higher education institutions is analyzed in order to evaluate actuality of the subject. On the basis of statistical data it is shown that the number of the students paying for their education and their per cent ratio in the overall number of students is growing, which confirms the demand and need of this study form. The results of the VPU students’ survey are provided which were obtained after analysis of the answers of the students of II and IV courses of Bachelor studies studying at their own expense and occupying the places... [to full text]

The research aim is to theoretically and empirically ground educational preconditions of professional motivation.

Learning motivation should be analysed as complex structure of personality, containing cognitive attitudes, needs, interests and motives. Any effective pedagogical correction is possible if focus is made only on the main (at that moment) structural element of learning motivation. Every student would be motivated for high-level studies if the university creates correspondent conditions of learning environment. Object of this study is learning motivation of the first year students of Master courses in the universities of Kaunas. Task of study is to analyse prevailing and dominant learning motives of students (n=142). After investigating peculiarities of learning motivation of studies of the first year Master students two main motives (future and intrinsic/ cognitive and social) were identified. Our respondents named such factors which determinate their successful studies – study tasks corresponding to interests and predispositions, stuff’s permanent stimulation for student to have in contemplation their own learning motivation Key words: learning motivation, master studies.

This master paper deals with the problem if there is any coherence between parenting positions and schoolchildren’s learning motives and motivation. The tasks of the investigation were: 1) to ascertain the level of schoolchildren learning motivation and prevailing learning motives; 2) to compare the level of learning motivation and learning motives between girls and boys; 3) to ascertain prevailing parenting positions and 4) to ascertain connections between schoolchildren learning motives, learning motivation and parenting positions. Methods of the research: studying and analyzing sociological, psychological and pedagogical literature, forming, statistical methods. Learning motives scale (Zambacevičienė, Janulytė, 1998; Pileckaitė-Markovienė, 2001), learning motivation form (Елисеев, 2000) and parenting position form (Немов, 2000) were used as evaluation tools. 204 children (104 girls and 100 boys) from third and fourth grade and their parents were investigated by these methods. The results of the research showed, that inner learning motives (N=191), social recognition motives (N=186) and negative stimulation motives (N=164) are important for the most part of children, and they are more important for girls then boys. It was found, that girls learning motivation level (x=3.605, σ=1.046) is higher than boys (x=3.150, σ=1.166), and difference between girls and boys learning motivation level is statistical significant and substantial (t=2.933, p=0.004). It was found, that most... [to full text]

Užsienio kalbų mokymasis – specifinis dalykas, reikalaująs pastovaus kalbos vartojimo, nuolatinio tobulinimo, todėl būtini gebėjimai mokytis savarankiškai bei išlaikyti įgytus mokėjimus. Šiuo metu suaugusiųjų mokymasis užsienio kalbų tampa tiesiog būtinybe, norint sėkmingai išlikti ir prisitaikyti prie nuolat kintančių socialinių ekonominių sąlygų, nes dabartinė situacija lemia greitus darbo rinkos pokyčius. Todėl suaugusiųjų užsienio kalbų mokymosi motyvacijos tyrimai yra itin aktualūs. Tyrimo objektas – suaugusiųjų užsienio kalbų mokymosi motyvacija. Tyrimo tikslas – išanalizuoti teorinius ir praktinius suaugusiųjų užsienio kalbų mokymosi motyvacijos ypatumus. Numatytam tikslui įgyvendinti keliami šie uždaviniai: o išanalizuoti mokymosi motyvacijos koncepciją; o atskleisti suaugusiųjų užsienio kalbų mokymosi motyvacijos teorinius ypatumus; o išsiaiškinti suaugusiųjų užsienio kalbų mokymosi motyvus. Užsienio kalbų mokymąsi lemia pažintiniai, socialiniai pareigos ir perspektyvos motyvai: karjera, galimybė vartoti užsienio kalbas praktiškai, įdomumas, akiračio plėtimo svarba. Šiame tyrime buvo patvirtintos hipotezės. Buvo naudojamasi lietuvių ir užsienio mokslininkų darbais, tyrimais. / Learning foreign languages is a specific subject that requires a permanent use of the language and constant development. Therefore, abilities to study self-suffiently and to conserve the acquired knowledge are essential. Nowadays adults‘ foreign language learning is becomming a necessity if willing to acclimatize in the unstable labour market. This is the reason why the surveys of adults‘ foreign language learning motivation are relevant. The object of this work is motivation of adults’ foreign language learning. As a consequence, the purpose of this work is to evaluate the theoretical and practical peculiarities of adults’ foreign language learning. The tasks of this paper have supposed the relevant structure of this work: initially, the reader is primed about the concept, essence and types of motivation; after that the analysis of motives to learn foreign languages is presented; furthermore the methodology for accomplishing a questionnaire survey is formed; at last the results of accomplished surveys are analyzed. The analysis of scientifical literature lets to make a statement that learning of foreign languages is determined by cognitive, social obligation and prospect motives, that include career, the ability to use language practically, interest, the importance of broadening attitude. Seeking to confirm scientifical decisions, a survey was accomplished. This survey has confirmed hypothesis. Various scientifical literature, information and sociological researches in... [to full text]

Darbe analizuojama mokslinė literatūra apie delinkventinį elgesį, nenoro mokytis priežastis, mokymosi motyvaciją (mokymosi motyvus, mokymosi motyvacijas aiškinančias teorijas, mokymosi motyvacijos rūšis). Tyrimas ,,Delinkventinės elgsenos jaunuolių mokymosi motyvacijos ypatumai“ buvo vykdomas 2006-2007 metais. Tyrime dalyvavo 200 respondentų. 18- 22 metų jaunuolių linkusių į delinkventinį elgesį. Tyrime buvo siekiama nustatyti motyvų (poreikių, interesų, nuostatų, vertybių) įtaką mokymosi motyvacijai; Išsiaiškinti jaunuolių linkusių į delinkventinį elgesį mokymosi motyvacijos ypatumus; Ieškoti nenoro mokytis priežasčių. Tyrimo rezultatai patvirtino hipotezę, kad asmenų linkusių į delinkventin�� elgesį mokymosi motyvacijos nepakankamumą lemia jų vertybės, interesai, nuostatos. Į motyvaciją žiūrima, kaip į motyvo procesą (kaip poelgio pagrindą). Motyvais gali tapti žmogaus vertybės, nuostatos, požiūriai, poreikiai, interesai. Svarbiausios vertybės jaunuoliams linkusiems į delinkventinį elgesį: laisvė, poilsis, gyvenimo priemonės (butas ir kt.), pripažinimas, daiktų vertingumas ir patogumas, technologijos, sėkmė ir meilė. Mažiausiai svarbios vertybės: kūrybingumo realizavimas, kvalifikacija, menas, savižina. Vertinant nuostatų ir požiūrių pasiskirstymą pagal svarbą, nustatyta, kad daugumas jaunuolių įsitikinę, kad gyvenime svarbiausia geras atlyginimas, o ne išsilavinimas. Daugiausia respondentų teigia, kad svarbiausi poreikiai šiuo... [toliau žr. visą tekstą] / This paper analyzes a scientific literature about delinquent behaviour, reasons of unwillingness to learn and motivation for learning (learning motives, theories interpreting motivations for learning, kinds of motivations for learning). The research “Peculiarities of the Motivation for Learning in the Youth with Delinquent Behaviour” was carried out in 2006 to 2007. 200 respondents, young people aged 18 to 22 inclined to delinquent behaviour participated in the research. The purpose of this research was to establish the influence of motives (needs, interests, attitudes, values) over the motivation for learning; to clear up the peculiarities of the motivation for learning in the youth inclined to delinquent behaviour; to look for reasons of unwillingness to learn. Results of the research confirmed the hypothesis that the insufficiency of motivation for learning in persons inclined to delinquent behaviour is decided by their values, interests and attitudes. The motivation is regarded as the process of motive (as the basis of act). Individual’s values, attitudes, standpoints, needs, interests can become motives. The most important values for young people inclined to delinquent behaviour are: freedom, relaxation, means of living (flat, etc.), recognition, worth and convenience of things, technologies, success and love. The least important values for young people with delinquent behaviour are: realization of creativeness, qualification, art, self-awareness. When... [to full text]

Learning motives and peculiarities of adaptation of schoolchildren with special needs and without them are analysed in the master work. It is surveyed, how social and educational environment influences schoolchildren with special needs emotional wellbeing and learning motivation.

Adult addicts learning motivation Master’s degree diploma thesis. The aim of this thesis is to reveal the structure and expression of addicts learning motivation who are being treated in rehabilitative communities, to evaluate learning as a subject of the social integration. 21 addict was involved into the research. All these men are being treated in addict rehabilitation communities “Hope lighthouse” and “Life’s issue”. 29 categories of addicts learning motivation have been determined using the data of the interview. The largest and the most influenced on the learning motivation catgories are ,,expression of participation”, ,,environment maintaining the rehabilitation”, Self-expression and self-realisation”, ,,internal resourses”, ,,actuality of the learning motivation”, a need of information for educational resources. The basic speculation arranged by the author is confirmed that mutual help model of the community encourages addicts to strengthen learningmotivation, to integrale into the learning society.