MOTIVATION AND ITS SCIENTIFIC-THEORETICAL STUDY FIELD

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE

ISSN: 2692-5206, Impact Factor: 12,23

American Academic publishers, volume 05, issue 04,2025

Journal:

https://www.academicpublishers.org/journals/index.php/ijai

page 562

MOTIVATION AND ITS SCIENTIFIC-THEORETICAL STUDY FIELD

H.Q. Buriyev

Samarkand State Institute of foreign languages, Department of Pedagogy, Psychology,

and Physical Culture, Candidate of Pedagogical Sciences,temporary performer professor,

I. Pulatova

Samarkand State Institute of foreign languages, Faculty of English Language I, 2nd-year

Master's student in Foreign Language and Literature

Abstract:

This article discusses motivation and its scientific-theoretical study, particularly

focusing on the motivational readiness of teachers for their professional development in the

educational process. The processes of globalization and economic as well as cultural integration

between countries necessitate the creation of new approaches and pedagogical conditions in the

field of education. Through concepts such as motivation, need, motive, and motivation

enhancement, the driving forces and reasons for teachers' self-development are analyzed.

Various forms of motivation, factors that influence activity enhancement in the educational

process, and their scientific foundations are presented in the article.

Keywords

:Motive, motivation, need, globalization, activity, drive, intrinsic aspiration,

communication.

As a result of the global process of globalization, the economic and cultural integration

between countries has increasingly heightened the need to understand trends in the development

periods of specialists in various fields and to improve existing knowledge through self-

management. Researching education systems in developed countries underscores the

importance of knowing their languages to utilize existing knowledge effectively. Currently, in

our country Uzbekistan, important decisions have been made by President Shavkat Mirziyoyev

regarding "Measures to Further Improve the System of Learning Foreign Languages" dated

December 10, 2012; "Additional Measures to Enhance Effectiveness in Teaching Young People

Foreign Languages" dated June 27, 2024; along with various directives from Uzbekistan’s

Cabinet of Ministers aimed at creating necessary pedagogical conditions for mastering foreign

languages freely from primary school through higher education institutions. Therefore, learning

foreign languages has been recognized as one of the most urgent tasks in our country.

Efficient organization of teaching systems and methods within educational institutions

necessitates openness to implementing certain innovations while creating values related to ideas

and organizations within systems. In this context, teachers' actions are particularly significant

for ensuring effectiveness in general secondary education activities. Innovative activities

require educators to continuously develop professionally; thus, motivation's existence and

motivational readiness are crucial for ongoing professional development. Investigating the

complexity and multifaceted nature of motivation demands a thorough understanding through

various approaches concerning its true essence and composition while also requiring specific

classifications. This is why researchers have employed different terms that exhibit varied

interpretations. Our work aims to study foundational aspects of this theory regarding motivation

and motivational readiness while analyzing them with an objective to ensure teachers'

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE

ISSN: 2692-5206, Impact Factor: 12,23

American Academic publishers, volume 05, issue 04,2025

Journal:

https://www.academicpublishers.org/journals/index.php/ijai

page 563

motivational preparedness for continuous professional growth within today's ever-changing

educational environment.

The words "motive" and "motivation" derive from Latin origins. The term “motive”

means "drive" or “the causal reason,” while “motivation” refers to a collection of drives and

reasons. It is appropriate to focus on concepts such as need, motive, motivating factors as well

as encouragement when classifying the core essence of motivation.

Need – a demand for something; necessity or requirement.

Needs can be categorized into physical, perceived, and unperceived types. Physical needs

manifest as the need to change one’s workplace or living environment, while perceived needs

require a shift towards things that we like. Unperceived needs are psychological and consist of

internal motivations. In general, needs arise and settle within a person’s inner world; they are

sufficiently common among different individuals yet can emerge in specific forms for each

person at different times. The level of need for goals is dependent on the strength of motivation.

Motivation refers to 1) the collection of various reasons that drive a person to study or

perform certain actions; 2) the inclination of a student towards activities related to satisfying

particular needs

1

. It refers to the reasons that explain tendencies and readiness in a person's

behavior.

Motivation is the internal aspiration and connection between professors-teachers and

listeners/students. It involves engaging a student’s inner potential to encourage them to grasp a

certain educational material and stimulate their interests.

In this context, the activity level of the listener increases with the help of several factors:

- Readiness to assimilate educational materials;

- Relying on personal experience in independent activities;

- Understanding and analytically implementing activities;

- The systematic nature of the learning process;

- A tendency toward personal skill enhancement;

- Proficiency in using computer technology.

The following motivators increase listener activity:

- Ability to defend one's opinion;

- Active participation in discussions and debates;

- Ability to ask questions directed at both listeners and speakers;

- Critical approach towards mutual Q&A sessions.

German psychologist K. Bundschuh defines motivation in his book "Emotionality,

Motivation, and Learning" as follows: “Motivation consists of factors that prompt specific

human behaviors aiming to approach positively evaluated situations while avoiding negatively

evaluated ones.”

2

U. Shiefele interprets motivation as stable “long-lasting goals or evaluative

plans,”

3

while J. Jalolov describes it as “driving reasons, internal and external impulses.”

4

On the contrary, motivation can be defined as “the readiness at any moment to direct an

individual's sensitivity, cognition, and driving functions toward future goals” or “psychological

1

Pedagogika: ensiklopediya. II jild / tuzuvchilar: jamoa. – Toshkent: “O‘zbekiston milliy ensiklopediyasi” Davlat

ilmiy nashriyoti, 2015. – 347 b.

2

K.Bundshuh “Эмоционаллик, мотивация ва ўқиш” 1998 86- б.

3

Schiefele, U.: Motivation und Lernen mit Texten. Göttingen: 1996.

4

Ж.Жалолов “Чет тили ўқитиш методикаси” Тошкент “Ўқитувчи” 1996, 346 б.

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE

ISSN: 2692-5206, Impact Factor: 12,23

American Academic publishers, volume 05, issue 04,2025

Journal:

https://www.academicpublishers.org/journals/index.php/ijai

page 564

processes that lead into goal-directed actions while ensuring their persistence.”

5

Considering

that various motivations may manifest simultaneously, one can discuss "the competitive reality

of different motivations." Which competing motivations ultimately underlie a necessary process

depends on both individual characteristics and situational factors.

Learning motivation is considered a specific type of general motivation where “a person

is prepared to carry out specific educational activities with an eye toward enhancing the

effectiveness of the learning process.” This definition based on action theory expresses an

individual learner's intention to actively expand their competencies. U. Shiefele describes

learning motivation as an actual characteristic encompassing “the desire or intention

6

to learn

from certain sources or skills.” In both interpretations of motivation terminology, there is no

expression regarding how learning effectiveness should be directed toward enhancing

competencies. Thus, educational activities may be undertaken either due to an intrinsic desire

for learning itself or aimed at achieving results derived from it.

In summary, today, the rise of the intellectual potential of independent Uzbekistan's

youth is being emphasized. It is important for them to acquire broad knowledge and

professional skills, actively engage in communication with their peers from foreign countries,

and stay well-informed about all events, news, and changes happening in the world. A crucial

condition for mastering the vast intellectual wealth of the world is giving great importance to

learning foreign languages. There is a saying among our people: "He who knows a language

knows his nation." Learning a language ensures personal and professional growth since it opens

the way to utilize available resources.

LIST OF REFERENCES:

1. J.Jalolov “Chet tilini o’qitish metodikasi” Toshkent “O’qituvchi” 1996, 346 b.

2. K.Bundshuh “Emotsiyanallik,motivatsiya va o’qish” 1998 86- b.

3. Pedagogika: ensiklopediya. II-jild.. – Toshkent: “O‘zbekiston milliy ensiklopediyasi”

Davlat ilmiy nashriyoti, 2015. – 347 b.

4. Schiefele, U.: Motivation und Lernen mit Texten. Göttingen: 1996.

5. Ziegler, A.: Motivation. IN: Perleth, C.; Ziegler, A. (Hrsg.): Pädagogische Psychologie.

Grundlagen und Anwen- dungsfelder. Bern; Göttingen: Verlag Hans Huber 1999, S. 103-

112.

5

Ziegler, A.: Motivation. IN: Perleth, C.; Ziegler, A. (Hrsg.): Pädagogische Psychologie. Grundlagen und Anwen-

dungsfelder. Bern; Göttingen: Verlag Hans Huber 1999, S. 103-112.

6

Schiefele, U.: Motivation und Lernen mit Texten. Göttingen: 1996.