Specific Characteristics of Formation of Attitude Motivation Related

to Study Activity in Primary Class Students

L. Z. Koraeva

Navoi Innovations University, Karmana, Navoiy, Uzbekistan

Keywords: Social Attitude, Subjective Attitude, Educational Activity, Motive, Person, Motivation, Individual.

Abstract: In this article, in the framework of social relations in the educational process of elementary school students,

the motivation of attitude to learning activity in children of junior school age, learning, research, methods of

doing and In primary school students, the motivation of the attitude to the educational process, interest in

school life, the feeling of school life, and the ways of formation of certain beliefs about school life were

thought about.

1 INTRODUCTION

Personal education, its social and psychological

maturity is one of the main strategic issues of any

country. It is impossible to build a society capable of

achieving perfection in all aspects without educating

a person based on certain noble ideas, socio-

psychological, and high intellectual requirements.

Naturally, the concept of attitude is a comprehensive

and wide-ranging concept, and its interpretation is

equally wide and diverse. From this point of view,

philosophers, psychologists, sociologists,

psychophysiologists, pedagogues, and

representatives of several social sciences, who

researched social psychological criteria in various

fields of attitude, scientifically justify one or another

direction of attitude category. Educational activity

relies on the same research directions and is important

for the formation of personal activity. Here, Professor

E. A lot of scientific opinions were expressed by

Ghaziev. For example, to socially solve the problem

of subjective attitude towards a person, it is necessary

to adhere to the hierarchy of "man-human-person-

individuality-subject-perfection" and abandon the

erroneous theory that subjective attitude towards a

person, that is, all characteristics can be formed

equally in him as a robot transition, creating a

"subject-subject" relationship, solving the problem

that any subject is a person, but not every person is

subject, recognizing that a person needs

independence, personal position, determination,

worldview and the possibility of their implementation

in life (E. G'oziev, I. Tursunov) have an important

place in the interpretation of the motivation of

personal relationships. K. Obukhovsky interprets the

motive as "a goal program that directs a certain

activity", while H. Heckhausen justifies that "the

motive is a process that explains directed actions

within the framework of the individual-environment

relationship". The analysis of scientific literature

shows that worldviews, beliefs, ideals, and

behavioural motives, which play an important role in

the formation of a person, are based on one or another

values. moreover, values are formed based on social

experience - Andreeva [1996].

From this point of view, it is necessary to

conditionally interpret the scientific literature on

attitude motivation into the following groups and

define research tasks based on this interpretation.

1. The motivation of the relationship is based on

the individual's interests. The system of internal

impulses, which ensures the instability or stability of

these interests, also determines to some extent the

system of attitudes.

2. At one level or another, the influence of

personality orientation on attitude motivation is

shown. In the process of this influence, some

manifestations of the combination of personality

orientation and attitude motivation occur.

3. Attitude motivation is also formed based on

certain institutions. In particular, the regulations

related to educational activity serve to determine the

factors related to the social development of the

student's personality.

Koraeva, L.

Speciﬁc Characteristics of Formation of Attitude Motivation Related to Study Activity in Primary Class Students.

DOI: 10.5220/0012905600003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 593-597

ISBN: 978-989-758-723-8

593

4. At the base of attitude motivation, it is possible

to assess the influence of the scale of values at one or

another level.

2 OBSERVATIONS AND

SCIENTIFIC ANALYSES

It has shown that the process of reaction to educational

activity has a unique hierarchical system in the

psychological direction of the individual, and based on

this system, it is possible to research the manifestation

sign, result, and dynamics of the individual's activity.

The following direction, which serves to form the

motivation of attitude to educational activity, was

selected and these directions were integrated into the

general purpose of the research: in the first direction,

to study the motivation of attitude to school, in the

second direction, to study the levels of formation of

educational components, and in the third direction,

methods aimed at researching the motivation of

attitude to educational activities by studying the

orientation of the person complex was selected and the

task of putting it into practice was set. In the scale of

the attitude system, the scale of "active-positive",

"positive", and "indifferent" relational motivation to

the process of choosing the educational activity

formed in the activity of students is included. enables

analysis. the following three areas that serve to form

the motivation of attitude to educational activities

were selected and a complex of methods focused on

these areas was developed. Including, in the first

direction, the methods of researching the motivation

of the general attitude to school and educational

activities, in the second direction, the methods of

studying the motivation of the attitude based on the

components of the educational activity, in the third

direction, the methods of researching the motivation

of the attitude to the educational activity by studying

the orientation of the person; the complex was selected

and a plan for its implementation was developed.

From this point of view, the first set of methods is

based on the methodology "Assessment of the

motivation of attitude to school" developed and

recommended by N.G. Luskanova. of course, in

addition to this methodology, the results of individual

interviews, answers to questionnaire questions,

special observations, and content analysis were used -

Barotov [1992].

The method consists of 10 situation-specific

questionnaire questions, and the answer to each

question serves to determine the levels of attitude

motivation in a certain sense. Therefore, first,

questionnaire questions are prepared and distributed

to the participants. There are 3 answer options in each

of the distributed questionnaire questions, and the

participant is asked to select the one that is closest to

him. To find out the correctness of the questionnaire

answers, the experimenter repeats the questions and

their content once again and records the results of

individual interviews with each participant within the

chosen answer direction. When everything is

finished, the experimenter collects the completed

questionnaires and begins to process the data.

3 - points - shows the student's willingness and stable

interest in the educational process of the school.

1 - point - neutral answer, i.e., answers like "I don't

know", "it happens", "sometimes", and "I can't say for

sure", it is understood that some superficiality and

indifference towards school education are expressed.

0 - 0-point - means no positive attitude towards school

and school education.

Table 1: Answer options in questionnaire questions are evaluated in the following order.

Question no Amount of points for answer

Amount of points for answer

1 1 3 0

2 0 1 3

3 1 0 3

4 3 1 0

5 0 3 1

6 1 3 0

7 3 1 0

8 1 0 3

9 1 3 0

10 3 1 0

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Table 2: The key to the method.

No Component

questions

Cognitive Emotional and

volitional

His assessment

I 1,4,7,10,13,16,19,22,28 \\\\\\\\\

II 2,5,8,11,14,17,20,23, \\\\\\\\\

III 3,6,9,12,15,18,21,24 \\\\\\\\\

The method is mainly carried out by analysing the

questions of the questionnaire and the answers given

to it. For example, 24 pairs of educational tasks are

presented to the student in the form of an alternative

questionnaire. That is, the performance of each

recommended task determines the indicator of one or

another level of attitude motivation, which is

characteristic of the student's activity. For example,

the presence of a tendency to participate more in

situations indicated by the letter "A" (selection of this

or that situation) indicates the superiority of the

motivation of an indifferent (superficial) attitude

towards educational activity, while the selection of

situations in the situation "V" is due to the formation

of motivation of an active-positive attitude to

educational activity. testifies. Briefly, the procedure

for applying the method is as follows:

1. To acquaint students in detail with the content of

questionnaire questions in an alternative way, in

which situations directed to specific goals are

expressed.

2. Presenting 24 pairs of situations for students to read

and study and providing additional explanations to

help them fully understand each situation.

3. Each participant chooses and marks the one that is

best for him, having deeply imagined both situations

in each pair. In this way, 24 situations are studied in

detail and 24 answers are selected.

4. The teacher collects the answer sheets and, after

making sure of their authenticity, enters each piece of

information for primary processing.

All the answer options mentioned in the questions of

the questionnaire are determined according to the

system of educational components in the above order.

As mentioned earlier, the selection of situation "A" in

each alternative question number is determined by 0”

by " points, and the selection of situation "B" is 5”

determined by " points. The maximum score for a

total of 24 situations is 120 points. Also, 8 situations

are offered for each component. That is, the

maximum score for each component is a total of 40

points. No marks will be assigned to "A" situations

selected in all components. All presented "A"

situations are based on the absence of active-positive

attitude motivation based on the relevant component,

and in "B" situations, the presence of active-positive

attitude motivation is based on attitude motivation.

Primary Data Processing

1. The amount of points characteristic for each

participant is determined.

2. The determined number of points are placed

according to conditionally accepted forms of attitude

motivation (active-positive, positive, indifferent).

3. The number of points obtained from the

participants of each object is combined into a set of

average-general indicators. The average total interest

amount is also determined.

4. For the students of each class (2nd and 4th class)

characteristic distance (range) indicators are also

determined in the example of all objects, and general

conclusions are made.

Secondary Data Processing

1. Indicators of motivation towards school are re-

considered for correlation analysis and included in

special tables.

2. The results of the correlation between the

available empirical data, and the reliability value of

the data are re-examined using specially adopted

statistical criteria. (Using SPSS software).

3. General laws are determined based on

mathematical statistical results collected on all data.

Thus, with the help of this set of methods of the first

direction, average-general and comparative-typical

indicators of attitude motivation characteristic of

elementary school students are analysed. Based on

these analyses, relevant scientific and practical

conclusions can be drawn by the purpose of the

research. First of all, it should be said that this set of

methods serves to determine the extent to which

educational components are included in the student's

activity. Because at the root of any activity are certain

factors. In our opinion, the participation of

educational components (cognitive, emotional-

volitional, evaluation) is important in the motivation

of educational activity or the attitude towards the

manifestation of educational activity. That is, it is

possible to talk about educational activity by forming

an educational component at an appropriate level.

Speciﬁc Characteristics of Formation of Attitude Motivation Related to Study Activity in Primary Class Students

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Table 3: Average-general comparative typical indicators of the visibility of school motivation, ranges of indicators, and places

in relation to the total number of participants.

No Communication system

ect

Actively positive

ran

e %

Positive

Intermediate %

Indifferent

Intermediate %

n 1 =1000 (grade 4 ) Places: 22.2 - 30.5

3rd place

35.2 – 45

1st place

30.8 - 38.8

2nd place

n 2 = 1000 (4 classes) Places: 26.7 - 35.2

2nd place

33.5 - 43.1

1st place

22.5 - 40

3rd place

Total

n 1 = n2

22.2 - 35.2

3rd

lace

33.5-45

2nd

lace

22.5 - 40

1st

lace

Table 4: Correlation results on the average general indicators of manifestation of motivation of attitude to school in elementary

school students (grade 2).

Active positive positive Indifferent

Active positive X 2 (Pearson)

1 0.313 0.400

- 0.546 0.432

Ijobiy X 2 (Pirson)

0.313 1 0.650

0.546 - 0.162

Indif ferent X 2 (Pirson)

0.400 0.650 1

0.432 0, 162 -

Table 5: Correlation results on the average general indicators of the manifestation of school motivation in elementary school

students (4th grade).

( n 2 =1000) Active positive positive indifferent

Active positive X 2 (Pearson)

1 0.985 (**) 0.052

- 0.000 0.923

Ijobiy X 2 (Pirson)

0.985 (**) 1 0.046

0,000 - 0.930

indifferent X 2 (Pirson)

0.052 0.046 1

0.923 0.930 -

Indifferent attitude towards educational activity

somewhat hinders the effective use of opportunities

for the social and intellectual development of the

student's personality. Observations indicate that the

growth of indicators of indifferent attitude leads to a

decrease in educational activity, or on the contrary, a

decrease in indifferent attitude leads to an increase in

educational activity. This identified situation requires

the constant attention of elementary school students

and school psychologists. These obtained data once

again confirm the objectivity of the previous data

analysis by the content of the methodology.

So, as it can be seen from the above analysis, the

motivation of primary school students' attitude to

educational processes is directly related to the

formation of certain beliefs about school life, first of

all, interest in school life, and feeling of school life.

Empirical data obtained based on Luskanova's

methodology indicate the different levels of attitude

to school among elementary school students.

Additional methods and special content - the results

of the analysis show that the course of this process

depends on certain social and psychological factors.

For example, the child's ability to perform one or

another task as a student for the first time, to work in

cooperation with peers, to be kind to the teacher, to

develop self-esteem and self-development by

following the traditions of the family and school, to

develop his own worldview and social life for the first

time. such situations as having activity serve as an

important basis for the formation of attitude

motivation in the student.

When we investigated the reason for this situation

through specially directed additional individual

interviews and other methods, it became clear that

when students of junior school age are more likely to

complete an academic task, they, first of all, perform

this task with a certain enthusiasm and pleasure, while

they also have a feeling of hearing praise from

the

teacher. they try harder and spend willpower to

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Figure 1: Diagrams of indicators of motivation of attitude to school (in %).

complete any educational task. More precisely, in

most cases, their emotional-volitional qualities serve

to form the motivation of an active-positive attitude

to educational activity.

3 CONCLUSION

The formation of motivation of the attitude system

(active-positive, positive, indifferent) to educational

activity in students at junior school age and its

manifestation at one or another level depends on the

personality of the student, psychologically

influencing "interests", "personal orientation",

"certain level educational institutions" is directly

related to "values". More precisely, based on the

analysis of empirical data, it can be said that

depending on whether these qualities are unstable or

stable in the personality of the student, it is possible

to form an idea about the active-positive, positive, or

indifferent attitude of the student towards the

educational process.

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psychological sciences). – T., 1998.-37 p.

Barotov Sh.R. Evaluating the activity of young students. -

T.: "Teacher", 1992. - 48 p.

Psychological foundations of personality formation in

conditions of public education. - M., 1979.

Goziev E. Psychology. study manual. - T.: " Teacher ",

1994. - 224 p.

KorayevaL.Z. (2023). Relation Is As A Social

Psychological Problem. Genius

25,6

40,4

31,8

38,9

29,3

2 синф n1 = 1000 4 синф n1 = 1000

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