The relationship between groups of learning motives during adolescence

Abstract

This article discusses the issue of determining the learning motivation in adolescents attending public school. It clarifies the relationship between types of learning motivation and neuroticism, as well as self-perception of success, within the context of a rather pessimistic portrayal of adolescence in the media, where this period is often depicted as one of loss rather than discovery and growth. The article concludes that it is necessary to provide positive reinforcement and appropriate assessment of the prospects of students whose learning motivation appears to be effective, whereas common approaches tend to focus on the typical challenges associated with age-related development. The central focus of the psychologist’s work in this regard is the organization of learning and the facilitation of the fulfilment of students’ internal motivational potential. The following areas of work aimed at fostering learning motivation may be considered priorities: — strengthening ‘openness to influences’ — through enhancing cooperation with teachers and peers within educational tasks and through finding ways to solve problems; — using situations of choice — through providing opportunities for decision-making; — emotional training, including exercises to relieve anxiety, forming the ability to anticipate difficulties, and reinforcing the positive emotional background of the learning process.