The world we live in is extremely dynamic in terms of change. Social and economical changes in Lithuania as well as in the whole world make people encounter new requirements in their every day and working life. The development of modern technologies, creation of information society encourages them to think about their personal development. Every year more and more people, having no secondary education, come to educational institutions for adults. Therefore today the problems of adult learning are actually important for a Lithuanian society. Successful learning depends on motivation. Adult education is not compulsory. It’s a person’s own free decision. The Objective of the Research. – to analyze adults’ learning motivation in secondary schools of Utena region. Referring to pedagogical and psychological literature it was revealed that learning motivation is influenced by many factors: activity stimuli, material and cultural benefits of learning, personal goals and interests, determination, values system. Every action of a person is motivated by internal as well as by external factors. Internal learning motives are much more important than external ones, though they are achieved gradually and slowly. The research revealed that the most important motives of adults’ learning are the following: 1. Eagerness to get the Certificate of secondary education. 2. Personality development. It also depends on a respondent’s age. The older is a person and the less time he(she) has for... [to full text]

Professional development of a man in a social content is like a process that lasts all his life. There are tasks that are solved in a primary level. That is why pupils of this level are considered to be as a lower professional orientation purposive group. Pupils of this educational level project themselves in a distance perspective and they have professional expectations. A professional expectation is a very important parameter of a social maturity. This is a part of social expectation of a person, a hopeful expectancy of self-realization in a distant perspective. People hope to perform actions that help to reach a goal (a desired occupation). The content of professional expectation depends on mentality, experience and politeness. They are inspired by a social environment, which surrounds a pupil, their parents’ and close people’s profession, mass and media, and especially TV that pays a special attention to politicians, businesspersons, stars of art and sport. The facts of the empirical research confirm basic differences of professional expectation between children of a village and a city, between boys and girls. However, there were no differences between children of a full and partial family. Mostly primary pupils are going to be teachers, doctors, police officers, singers, builders, shop assistants, drivers, hairdressers, basketball players, mechanics, football players, managers and farmers. The facts of the research revealed that professional expectations of primary... [to full text]

Šiuolaikinis švietimas remiasi kryptinga veikla, skirta mokinio įgūdžių, gebėjimų ir vertybinių nuostatų formavimui, mokinio žinių ir kompetencijos plėtotei. Vienas iš pagrindinių šiuolaikinių švietimo sistemos tikslų – išugdyti žmogų, gebantį ir norintį nuolat mokytis. Mokinių mokymasis traktuojamas kaip aktyvi ir tikslinga žmogaus veikla, o mokymosi motyvacijos klausimai sprendžiami veiklos, veiksmų, elgesio motyvacijos tyrimų kontekste. Mokymasis tampa vis sudėtingesnė, įvairių gebėjimų reikalaujančia mokinio veikla, kuri sąlygoja pilnavertę jo asmenybės raidą. priskiria mokymo priemonių stoką, per platų mokymo(si) turinį ir mokymosi aplinką. Vokiečių pedagogai nurodo drausmės klasėje stoką, netinkamai parinktus mokymo(si) metodus ir mokymosi aplinką. Esminiai žodžiai: mokymosi motyvacija, mokymosi motyvai, mokymosi sunkumai, motyvacija, motyvai, nesėkmės baimė, paauglystė, poreikis, šeima, veiksnys. / Contemporary education is based on purposeful activity to form pupils‘skills, abilities and their virtues and to develop their knowledge and competence. One of the main goals of contemporary education is to educate a person willing and able to study continually. Pupils learning is regarded as an active and purposeful human activity, and the questions of motivation are solved in the context of performance, actions and motivation of behaviour. Learning becomes a more complex activity requiring various pupils’ abilities, which determines a balanced development of a personality.

Motyvacija yra viena iš priežasčių, žadinančių mokinių poreikį mokytis, todėl siekiant palaikyti šį norą labai svarbu tinkamai juos skatinti. Motyvacijos mokytis priežasčių mastas yra labai platus ir įvairus. Darbe aptariami mokytojų, mokyklų vadovų bei tėvų naudojami būdai ir paskatos siekiant motyvuoti vaikus mokytis. Taip pat yra analizuojamas sėkmės ir gerų mokslo rezultatų poveikis motyvacijai. Pastebima, kad mokiniai yra skatinami mokytis padedant jiems planuoti ir pasirinkti mokymosi tikslus, taikant tinkamas mokymosi strategijas bei priemones, stiprinant pasitikėjimą savimi bei formuojant teigiamą požiūrį į darbą. Siekiant nustatyti mokymosi motyvų priežastis optimizuojant ugdymo procesą, darbe buvo nagrinėjamos mokyklų vadovų, mokytojų ir tėvų bendradarbiavimo tendencijos skatinant mokinių mokymosi motyvaciją. / Motivation is one of the reasons how students’ need to learn could be raised. Therefore it is very important to encourage the pupils in order to sustain their wish to study. The amount of reasons motivating learning varies and is very wide. This paper provides ways and means which headmasters, parents and teachers can use to stimulate their students to learn. The study also reveals the influence of success and academic results on motivation. The results show that students’ interest in learning could be raised by helping them to plan and choose the aims of learning, by applying proper learning strategies and means, by heightening self-confidence in students and by forming a right opinion about learning and working. The study also helped to ascertain the reasons of motivation to reinforce the process of education by analyzing the tendencies of cooperation among headmasters, parents and teachers in order to motivate students to learn.

Magistro darbo tikslas – išnagrinėti mokinių mokymosi motyvus ir mokyklinį nerimastingumą. Buvo iškelta hipotezė – egzistuoja ryšys tarp skirtingų mokymosi motyvų ir nevienodų mokyklinio nerimo apraiškų. Tikėtina, kad stipriausias ryšys yra tarp socialinio pripažinimo motyvo ir mokyklinio nerimastingumo apraiškų. Tyrimo metodika. Mokinių mokymosi motyvams tirti buvo naudojama E. Zambacevičienės, D. Janulytės anketa „Kodėl aš mokausi“. Mokinių nerimastingumo lygiui nustatyti buvo naudota B. Fillipso metodika „Mokyklinio nerimo diagnostinis įvertinimas“. Tyrime dalyvavo 200 respondentų: po 100 miesto ir kaimo mokyklose besimokančių 4 klasės mokinių. Tyrimo rezultatai. Atlikus jaunesniojo mokyklinio amžiaus mokinių mokymosi motyvų tyrimą nustatyta, kad daugumai respondentų būdingesnis socialinio pripažinimo motyvas. Miesto mokyklose besimokančiųjų tarpe yra daugiau mokinių, kuriems būdingas vidinis mokymosi motyvas. Atskleisti nežymūs skirtumai lyčių atžvilgiu: yra daugiau berniukų, negu mergaičių, kuriems būdingas socialinio pripažinimo motyvas. Atlikus mokinių nerimastingumo lygio tyrimą nustatyta, jog tiriamiesiems yra būdingas padidėjęs arba aukštas mokyklinio nerimastingumo lygis. Atskleisti nedideli skirtumai lyčių atžvilgiu: mergaičių nerimastingumo lygis yra aukštesnis nei berniukų. Kaimo mokyklose ugdomų moksleivių nerimastingumo lygis yra žemesnis, nei besimokančiųjų mieste. Daugumai tiriamųjų būdinga aplinkinių lūkesčių nepateisinimo, saviraiškos, žinių... [toliau žr. visą tekstą] / Aim – to examine the reasons for student learning and school anxiety. Hypothesis – there is a link between learning motivation and different manifestations of anxiety at school. It is likely that the strongest link is between social recognition motif and school anxiety manifestations. Methods. There was used a questionnaire „Why I Teach“ made by E. Zambacevičienė and D. Janulytė to investigate the students‘ learning motives. The method „School anxiety diagnostic evaluation“made by B. Fillips was used to identify students‘anxiety level. The study included 200 respondents: 100 urban and 100 rural school pupils of class 4. Results. The study of the younger students found that most respondents are of typical social recognition motif. Among urban schools there are more students with a strong inner learning motivation. There were revealed slight differences between the sexes: there are more boys than girls with a strong social recognition motif. The study of students‘anxiety level found that students are characterized by enlarged or high school anxiety level. There were revealed small differences in gender: girls‘anxiety level is higher than boys‘. Anxiety level in rural schools is lower than in the urban ones. Most respondents are characterized by low expectation from the people around, self-expression and knowledge testing fear. The study hypothesis was confirmed, and the strongest relationship is between social recognition motif and school anxiety manifestations. The paper... [to full text]