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TA’LIM MOTIVATSIYASINING UZOQ MUDDATLI TA’SIRI
S.A.Toshmatova
ChDPU mustaqil tadqiqotchisi
E-mail: sitoratowmatova@mail.ru
ORCID-0009 0000 4049 0815
Annotatsiya:
Ta'lim motivatsiyasi — bu o'quvchilarning ta'lim jarayoniga
bo'lgan qiziqishi va ishtiyoqini belgilovchi muhim omil. U o'z ichiga ichki (shaxsiy
qiziqish, maqsadlar) va tashqi (mukofotlar, baholar) motivatsiyani oladi. Ta'lim
motivatsiyasining uzoq muddatli ta'siri esa o'quvchilarning nafaqat akademik
muvaffaqiyatlariga, balki ularning kelajakdagi hayoti va kasb tanlashlariga ham ta'sir
ko'rsatadi. Ushbu maqolada ta'lim motivatsiyasining uzoq muddatli ta'siri, uning asosiy
omillari va ta'lim jarayonidagi ahamiyati tahlil qilinadi.
Kalit so’zlar:
ta’lim motivatsiyasi, ichki motivatsiya, tashqi motivatsiya, motiv,
shaxsiy rivojlanish, psixologiya
Ta'lim motivatsiyasi - bu o'quvchilarning o'qish jarayoniga qiziqishi va
ishtiyoqidir. Motivatsiya ikki asosiy turga bo'linadi:
• Ichki motivatsiya: O'quvchilar o'z qiziqishlari, maqsadlari va shaxsiy
rivojlanishlari uchun o'qishadi. Bu turdagi motivatsiya ko'pincha yuqori sifatli ta'limga
olib keladi, chunki o'quvchilar o'zlarini rivojlantirishga intilishadi.
• Tashqi motivatsiya: O'quvchilar o'zlari uchun tashqi mukofotlar (baholar, tan
olinish) olish maqsadida o'qishadi. Tashqi motivatsiya ko'pincha vaqtinchalik bo'ladi
va uzoq muddatli natijalarga olib kelmasligi mumkin.
Ta'lim motivatsiyasi nafaqat o'quvchilarning akademik muvaffaqiyatlariga, balki
ularning shaxsiy va professional hayotlariga ham ta'sir ko'rsatadi:
• Akademik muvaffaqiyat: Motivatsiyaga ega bo'lgan o'quvchilar ko'proq bilim
olishga intilishadi, bu esa ularning akademik natijalarini yaxshilaydi. Tadqiqotlar shuni
ko'rsatadiki, ichki motivatsiyaga ega bo'lgan talabalar ko'proq muvaffaqiyat
qozonishadi
1
.
• Kasb tanlash: Motivatsiya, shuningdek, o'quvchilarning kelajakdagi kasb
tanlashlariga ham ta'sir qiladi. O'z qiziqishlariga mos keladigan kasblarni tanlaydigan
o'quvchilar ko'proq muvaffaqiyatga erishadilar va ishda qoniqarli bo'lishadi
2
.
• Shaxsiy rivojlanish: Motivatsiya shaxsiy rivojlanishga ham ijobiy ta'sir
ko'rsatadi. O'z qiziqishlari va maqsadlariga erishishga intilayotgan o'quvchilar yanada
1
Deci, E. L., Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of
behavior. Psychological Inquiry, 11(4), 227–268.
2
Schunk, D. H., Pintrich, P. R., Meece, J. L. (2014). Motivation in Education: Theory, Research, and Applications (3rd
ed.). Pearson.
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mustaqil va mas'uliyatli bo'lishadi
3
.
Ta'limda motivatsiyani oshirish uchun bir nechta strategiyalar mavjud:
• Maqsadlar qo'yish: O'quvchilarga aniq va o'lchovli maqsadlar qo'yish orqali
ularning motivatsiyasini oshirish mumkin. Maqsadlar o'z-o'zini baholash va rivojlanish
uchun yo'naltirish beradi
4
.
• Muvaffaqiyatlarni nishonlash: O'quvchilarning muvaffaqiyatlarini tan olish va
nishonlash ularning motivatsiyasini oshiradi. Bu, shuningdek, o'z-o'zini baholashni
yaxshilaydi
5
.
• Ijobiy muhit yaratish: Ta'lim muhitining ijobiyligi o'quvchilarning
motivatsiyasiga katta ta'sir ko'rsatadi. Ijobiy muhitda o'qiyotgan o'quvchilar ko'proq
ishtirok etadilar va o'zlarini qulay his qiladilar
6
.
• Individual yondashuv: Har bir o'quvchining individual ehtiyojlari va
qobiliyatlariga mos keladigan yondashuvlarni ishlab chiqish motivatsiyani oshirishi
mumkin
7
.
O'quvchilarning motivatsiyasiga ta'sir etuvchi bir qancha psixologik omillar
mavjud:
• O'ziga bo'lgan ishonch: O'ziga bo'lgan ishonch yuqori bo'lgan o'quvchilar
ko'proq muvaffaqiyatga erishadilar. O'zini yaxshi baholash motivatsiyani oshiradi
8
.
• Muvaffaqiyatga intilish: Muvaffaqiyatga intilish hissi motivatsiyani
kuchaytiradi. O'quvchilar muvaffaqiyatga erishishni xohlaganda, ular yanada faolroq
bo'lishadi
9
.
• Qo'rquv va xavf: Qo'rquv hissi motivatsiyani pasaytirishi mumkin. O'qituvchilar
o'quvchilarda qo'rquvni kamaytirishga yordam beradigan strategiyalarni ishlab
chiqishlari zarur
10
.
Ta'lim muhitining ijobiyligi o'quvchilarning motivatsiyasiga katta ta'sir ko'rsatadi.
Ijobiy muhitda o'qiyotgan o'quvchilar:
• Ko'p ishtirok etadilar.
• O'z fikrlarini ifoda etishga intilishadi.
• O'zaro munosabatlarda faol bo'lishadi.
O'qituvchilar sinfda ijobiy atmosfera yaratish orqali o'quvchilarning
3
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
4
Locke, E. A., Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year
odyssey. American Psychologist, 57(9), 705–717.
5
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation.
Reading Writing Quarterly, 19(2), 159–172.
6
Deci, E. L., Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of
behavior. Psychological Inquiry, 11(4), 227–268.
7
Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD.
8
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
9
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6), 359–372.
10
Elliot, A. J., McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social
Psychology, 80(3), 501–519.
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motivatsiyasini oshirishlari mumkin
11
.
Zamonaviy texnologiyalar (onlayn ta'lim, interaktiv dasturlar) yordamida
motivatsiyani oshirish mumkin. Texnologiyalar orqali:
• O'qituvchilar individual yondashuvlarni amalga oshirishlari mumkin.
• O'quvchilar uchun qiziqarli va interaktiv materiallar tayyorlash imkoniyatiga
ega bo'lishadi.
• O'qituvchilar va o'quvchilar orasida tezkor aloqa o'rnatiladi.
Bu omillar ta'lim jarayonida motivatsiyani oshirishi mumkin
12
.
Xulosa qilib aytganda, ta'lim motivatsiyasi — bu ta'lim jarayonida muhim
ahamiyatga ega bo'lgan omil. U nafaqat akademik muvaffaqiyatlarga, balki kelajakdagi
kasb tanlash va shaxsiy rivojlanishga ham ta'sir qiladi. Motivatsiyani oshirish uchun
turli strategiyalarni qo'llash zarur, shuningdek, psixologik omillarni hisobga olish
kerak. Ijobiy ta'lim muhitini yaratish va zamonaviy texnologiyalarni qo'llash orqali
motivatsiyani yanada kuchaytirish mumkin.
Foydalanilgan adabiyotlar:
1. Ally, M. (2004). Foundations of Educational Theory for Online Learning. In T.
Anderson F. Elloumi (Eds.), Theory and Practice of Online Learning (pp. 15-44).
Athabasca University Press.
2. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior.
Psychological Review, 64(6), 359–372.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
4. Deci, E. L., Ryan, R. M. (2000). The "what" and "why" of goal pursuits:
Human needs and the self-determination of behavior. Psychological Inquiry, 11(4),
227–268.
5. Elliot, A. J., McGregor, H. A. (2001). A 2 x 2 achievement goal framework.
Journal of Personality and Social Psychology, 80(3), 501–519.
6. Locke, E. A., Latham, G. P. (2002). Building a practically useful theory of goal
setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–
717.
7. Ryan, R. M., Deci, E. L. (2000). Self-determination theory and the facilitation
of intrinsic motivation, social development, and well-being. American Psychologist,
55(1), 68–78.
8. Schunk, D. H., Pintrich, P. R., Meece, J. L. (2014). Motivation in Education:
Theory, Research, and Applications (3rd ed.). Pearson.
9. Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of
11
Ryan, R. M., Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social
development, and well-being. American Psychologist, 55(1), 68–78.
12
Ally, M. (2004). Foundations of Educational Theory for Online Learning. In T. Anderson F. Elloumi (Eds.), Theory
and Practice of Online Learning (pp. 15-44). Athabasca University Press.
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Volume–78_Issue-3_June-2025
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modeling, goal setting, and self-evaluation. Reading Writing Quarterly, 19(2), 159–
172.
10. Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability
Classrooms (2nd ed.). ASCD.
11. Toshmatova S.A. (2024). Factors Affecting Motivation in EFL Contexts.
International Journal of Formal Education, Volume 3, Issue 10, ISSN: 2720-6874.
12. Toshmatova S.A. (2024).
Exploring the Role of Motivation in Language
Education. International Scientific Journal of “Interpretations and researches”,
15.03.2024, Volume 2, Issue 4 (26).
13. Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview.
Theory Into Practice, 41(2), 64–70.
