183
Foydalanilgan adabiyotlar r
o‘
yxati:
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xorij tajribasi misolida
o‘
rganilmoqda //
O‘
qituvchining kasbiy standarti: amaliyotga
joriy qilish va istiqboldagi vazifalar.
–
2021.
2. Axmadjonova Yo.T PISA:
«Студентов
нужно
научить
думать,
а
не
запоминать»//
Научный
журнал
«Гуманитарный
трактат».
–
2021.
–
С.
12-15.
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improving the quality of education//Galaxy international interdisciplinary research
journal, Vol. 9, Issue 5, May (2021)
4. Yaxshieva Z.Z., Axmadjonova Yo. T., Siddikova Sh. A. Pisa
–
ta‟lim sifatini
oshirish mezoni //
«Cовременные
тенденции
начального
образования:
интеграция
образования и подготовки» Международная научно
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практическая
конференция.
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5. Yaxshie
va Z.Z., Ahmadjonova Yо.T
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quvchiga yodlashni emas, fikrlashni
o‘
rgatish kerak
// Инновацион ривожланишда ижтимоий
-
гуманитар
фанларнинг
долзарб
масалалари.
-2020. 33-35b.
6. Xalq
ta‟limi
tizimida
ta’lim
sifatini baholash sohasidagi xalqaro tadqiqotlarni
tashkil etish chora-tadbirlari t
o‘g‘
risida.
O‘
zbekiston Respublikasi Vazirlar
Mahkamasining 997-son Qarori. 2018-yil 8-dekabr.
STUDY OF THE PROBLEM OF PSYCHOLOGICAL CHARACTERISTICS OF
EDUCATIONAL MOTIVATION OF GIFTED STUDENTS IN RESEARCH
Khodjaeva D.Dj., Doctoral student of the
department of psychology of UzMU, Uzbekistan
Abstract:
In this article, the psychological characteristics of educational
motivation in gifted students, educational conditions are disclosed. In addition, the
research conducted by foreign and local scientists with talented students was analyzed.
Key words:
personality, talent, motive, motivation, innovative study, pedagogue,
psychologist, age characteristics, theory.
The relevance of the topic of the article is determined by the great interest in the
problems of education and intellectual level, personal and creative potential of a person
in modern society. Studying the factors affecting the development of children's talent is
important in connection with the actual task of modern education - revealing the
potential of every child.
The motivational field is one of the most important integral mental formations that
determine various aspects of a person's interactions with the outside world and himself.
Many studies are devoted to the study of motivation and the motivational sphere of the
individual (L.S.Vigotskiy, A.N.Leontiev, D.N.Uznadze, A.K.Markova, V.I.Kovalev,
D.A.Leontiev, V.G.Aseev, V.I.Levin, G.Hall, A.Maslow, H. Heckhausen, B.Bloom, R. de
Charms, T.Amabil) [6. 103-121 p].
Currently, psychology has collected a lot of information and proposed a number of
concepts of secondary motivation. Explaining various aspects of motivation to achieve
success, including the contribution to the success of educational activities. The relevance
of further concrete empirical research in the field of activity motivation is the role of
motivational variables in learning and the need to diagnose, form and develop
educational motivations in order to identify schoolchildren with different educational
184
potential and increase the effectiveness of educational activities. is determined by.
Leading experts in the field of educational psychology emphasize the importance of
turning to the source of the student's internal learning motivation in building an
effective learning process (P. Ya. Galperin, V.V.Davidov, A.K.Markova, A.I.Podolskiy,
N.F.Talzina, G.A.Zuckerman, D.B.Elkonin) [7. 46-63 p]
The educational process can be facilitated by using educational technologies that
help to improve the working mechanisms of the motivational parts of the educational
process. Currently, psychology has collected a lot of information and proposed a number
of concepts of secondary motivation. Explaining various aspects of motivation to achieve
success, including the contribution to the success of educational activities. The relevance
of further concrete empirical research in the field of activity motivation is the role of
motivational variables in learning and the need to diagnose, form and develop
educational motivations in order to identify schoolchildren with different educational
potential and increase the effectiveness of educational activities. is determined by.
Leading experts in the field of educational psychology emphasize the importance of
turning to the source of the student's internal learning motivation in building an
effective learning process (P. Ya. Galperin, V. V. Davidov, A. K. Markova, A. I. Podolskiy, N.
F. Talzina, G. A. Zuckerman, D. B. Elkonin).
The educational process can be facilitated by using educational technologies that
help to improve the working mechanisms of the motivational parts of the educational
process. The development of innovative teaching technology, the step-by-step theory of
mental processes, which reflects the main motivational components based on the theory
of developmental education of V.V.Davidov and D.B.Elkonin, is of great importance,
which can be more effectively supported in educational practice.
One of the most intriguing, and often frustrating, puzzles for those who study
individuals with great intellectual and creative promise is why some bright students
never reach the level of success of which they seem so capable. More than half a century
ago, David McClelland and his colleagues published a now-classic study of this problem,
Talent and Society
(McClelland, Baldwin, Bronfenbrenner, & Strodtbeck, 1958). They
suggested that the solution to this puzzle could be found by looking at a range of
nonintellective factors, with particular attention to achievement motivation. One recent
definition of motivation is “the process whereby goal
-directed activity is instigated and
sustained” (Schunk, Pintrich,&Meece, 2008, p. 4). In otherwords, motivation includes
choosing some goals and not others, starting work toward a goal, and persevering in that
work. Motivation is commonly defined in psychology and education publications in a
way that includes both personal and environmental factors. Motivation theory and
research address differences in the relatively stable motivational characteristics of
people, but they also address the situational characteristics of tasks and environments
that may lead to more or less motivation.
How is motivation related to a “gifted” level of performance? What are the
motivational characteristics of gifted and talented students? Which aspects of
motivation seem to either promote or inhibit the fulfillment of giftedness? Research and
theory on motivation and gifted students has a long history, and it can be classified into
personal and environmental categories as noted previously (Clinkenbeard, 1996, 2006).
On the more psychological or personal side, there is a large div of research that has
investigated the motivational characteristics of children and adults who have been
identified as gifted. Many theories of giftedness and definitions of the gifted even include
motivation as a defining characteristic (e.g., Renzulli, 1986, included task commitment
185
along with creativity and above-average ability in his three-ring model of giftedness) [2.
140-146 p].
On the more educational or environmental side, there is a growing set of studies
that examines motivation, especially variables related to achievement motivation, as an
important outcome of educational programs and practices for gifted students. Both
perspectives are important for an understanding of the motivation of gifted students.
The purpose of this article is to analyze several contemporary theories of motivation for
their implications regarding gifted students and their education. Selected empirical
research studies on motivation and gifted students, where available, will be used to
illustrate the theories and their implications.
Expectancy-Value Theory.
Contemporary expectancy-value theories are built on a
foundation laid partly by Atkinson’s (1964) work on achieve
ment motivation, which
built on McClelland’s (1961) more psychoanalytic investigation of need for achievement.
Expectancies are people’s beliefs about whether they can succeed at a task, and values
are beliefs about why they might want to engage in a particular task (Schunk et al.,
2008). Motivated behavior occurs when we think a task is worth doing and expect that
we can do it. In addition, many other motivation theories can be considered from within
an expectancy-value framework. For instance, attribution and self-efficacy theories
(discussed later) are related to expectancy: Do I think that I can achieve at this task?
Goal and intrinsic motivation theories are related to value: Do I want to pursue this task?
Eccles and her colleagues (e.g., Eccles,Wigfield,&Schiefele, 1998) developed a
comprehensive expectancy-value model and have conducted research on its various
components. In their model, expectancies include student beliefs about how well they
might do on some future task or in a particular subject matter area, and higher
expectancies are related to greater motivation and achievement outcomes. Values
include interest in a task, importance or usefulness, and trade-off or cost of doing the
task. There are numerous other components to this particular theory, many of which are
related to theories mentioned later. However, when one looks just at expectancies and
values, a number of implications for gifted students can be generated.[4.179-183 p]
Intrinsic and Extrinsic Motivation.
Motivation is often divided into two contrasting
types: intrinsic and extrinsic (Schunk et al.,
2008). People who are highly intrinsically
motivated to learn are interested, curious, and usually
focused on the task. People who
are extrinsically motivated are interested in the outcomes of
learning (grades, prizes,
etc.) more than the task itself. Most of us are motivated by a combination of
intrinsic and
extrinsic reasons that may vary according to the task. Although intrinsic and extrinsic
motivation can change in individuals depending on context, they have often been
investigated as
personal characteristics.
Several researchers have found that gifted
students score more “intrinsic” than other students
on measures of motivation do. Olszewski-Kubilius, Kulieke, and Krasney (1988)
reviewed several studies showing that gifted students score higher on measures of
motivation that reflect intrinsic reasons for learning, including internal locus of control
and measures of intrinsic motivation and autonomy. Csikszentmihalyi, Rathunde, and
Whalen (1993) conducted a longitudinal study of intellectually talented adolescents and
found that compared with average students, they showed more intrinsic motivation for
reading, thinking, and solitude. Gottfried and Gottfried (1996) found that gifted students
(as defined by IQ above 130) scored significantly higher on a measure of academic
intrinsic motivation than a comparison group.
Attribution Theory
Attribution theory assumes that individuals naturally search for
the causes of achievement (and
other) outcomes. Attributions for success and failure
186
vary on locus (internal or external), stability
over time, and controllability (Weiner,
1985). Causal attributions are the reasons or explanations we
give for our successes and
failures, and they have important implications for effort. The attribution that a student
makes for success or failure on a task (ability, effort, luck, etc.) affects how the student
approaches similar tasks in the future. The more positive attributions for success are
those that are internal and controllable, for instance, believing that you did well because
you understood the task and you worked hard. Less positive attributions for success,
from the point of view of ongoing motivation to put forth effort, would include believing
that you did well because the teacher likes you or the task was easy. Positive
attributions for failure (or at least doing less well than expected) include lack of effort
and wrong strategy use, and negative attributions for failure would include lack of
ability and bad luck because they would be out of the control of the student.
References:
1.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. New York: Plenum Press.
2.
Emerick, L. J. (1992). Academic underachievement among
the gifted: Students’
perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36, 140
–
146.
3.
Epstein, J. L. (1989). Family structures and student motivation: A developmental
perspective. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 3.
Goals and cognitions. San Diego, CA: Academic Press.
4.
Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic
intrinsic motivation in intellectually gifted children: Childhood through early
adolescence. Gifted Child Quarterly, 40, 179
–
183.
5.
McClelland, D. (1961). The achieving society. New York: The Free Press.
6.
Маklakov A.G Obshaya psixologiya._SPb.: Piter, 2008
7.
Hekxauzen X. Motivatsiya and deyatelnost. - M.: Nauka, 2005
YOSHLARNI KASBGA Y
O‘
NALTIRISHDA KASBIY MASLAHATNING
O‘
RNI
Matkarimova М.A., Ajiniyoz nomidagi NDPI 2
-
kurs doktorantı,
Qoraqalpo
g‘
iston Respublikasi
Annotatsiya.
Maqolada
o‘
quvchilarni kasbga y
o‘
naltirish b
o‘
yicha maslahatlar va
o‘
smirlarda kasb tanlashda yuzaga kelishi mumkun b
o‘
lgan vaziyatlar haqida s
o‘
z
yuritiladi.
Kalit s
o‘
zlar:
kasbga y
o‘
naltirish,
o‘
smirlarda kasb tanlash, kasbiy maslahat,
psixokorreksiya metodlari, empatiya, nizo, his-tuy
g‘
ular.
Kasb t
o‘g‘
ri tanlansagina u
o‘
z egasiga katta baxt, quvonch va ilhom manbasiga
aylanadi.
O‘
z kasbidan mamnun insonlar hayotda juda katta yutuqlarga erishadi. Bu
albatta inson uchun ham jamiyat uchun ham juda foydali. Farzandlarimizni
yoshligidanoq kasb-hunarga
o‘
rgatish jamiyatning asosiy vazifalaridan biri hisoblanadi.
Shuningdek ularni kasbga xos tushuncha, tasavvur va bilimlar bilan boyitib borishimiz
o‘
z samarasini beradi.
O‘
quvchilarni kasbga y
o‘
naltirish jarayanida eng avval ularning
qobiliyati, iqtidori va mehnati jamiyat manfaatlariga mos tarzda e
’
tiborga olinishi lozim.
Turli sohalarni egallashda q
o‘
yiladigan talablar va tavsiyalarni, shuningdek
o‘
zlari
tanlagan y
o‘
nalish b
o‘
yicha mutaxassis kadrlarni tayyorlaydigan
o‘
quv muassasalar
haqida ma
’
lumotlar bilan tanishtirib borish
o‘
z natijasini beradi.
