Green Ambition: Personal Journeys Toward Environmentally Aware

Success and Motivation

Khalilova Nargiza and Alimardonov Zoxid

Public Security University of The Republic of Uzbekistan, Karshi, Uzbekistan

Keywords: Personality, Eco-friendly, Activity, Environmental Education, Reflexivity.

Abstract: The article thoroughly examines the pivotal role played by motivation for success in environmental

conservation in fostering individual reflexivity. It explores the characteristics of the resultant effect and

discusses the psychological mechanisms underlying its emergence. Employing a psychological examination

tool, the study methodically determines how the development of motivation for success influences reflexive

processes. In doing so, it sheds light on the nuanced interplay between motivational factors and the age-related

progression of reflexivity in individuals. The research underscores the intricate connections between success

motivation and cognitive processes, emphasizing their impact on environmental protection efforts. By

highlighting these dynamics, the article contributes valuable insights into the psychological dimensions of

motivation, offering a nuanced understanding of its significance in the broader context of environmental

stewardship and personal development.

1 INTRODUCTION

The role of motivation is crucial in achieving success

in human activities. Indeed, reflexive processes play

a unique role in the success and accomplishment of

human activity. It is through these processes that the

expected benefits of the activity are realized, and the

speed of activity and action increases. It should be

noted that a high level of motivation in people leads

to an increase in negative qualities, stress, and

excitement, resulting in ineffective outcomes.

Research on the motivation for success in psychology,

as well as the level of aspiration, has been conducted

by various scholars, including M.Sh. Magomed-

Eminov, G.V. Kornilov, I.M. Taley, and others.

Motivation to succeed is the desire to achieve high

results in successful activities. According to the

specific definition of motivation by the German

psychologist H. Heckhausen, the motivation for

success "can lead to a person's high potential or

failure in various areas of activity". It also highlights

the specifics of achieving motivation. The idea of

achieving something involves two possibilities: to

succeed or to endure failure. In highly motivated

people, more emphasis is placed on success. It is

important to note that success is manifested when

opportunities for improvement are offered. Therefore,

tasks should be of medium complexity. In addition,

achieving motivation is always focused on a clear end

result, a goal. To achieve this, it is necessary to

constantly reconsider the goals. Highly motivated

individuals revisit their previous stalled work and

bring them to completion.

T.O. Gordiva emphasizes that the work done to

achieve motivation is important in motivating success.

The activity carried out to achieve motivation is an

activity in which the world of other people's

relationships changes with itself in the process of

achieving the goal. Such activity is stimulated by the

desire to achieve basic human needs, to do something

fast and well in development and progress, and to

strive for progress (Gordiva, 2006).

The achievement motivation in psychology has been

studied in-depth by M.Sh. Magomed-Eminov. It

defines the motivation for success as a functional

system of integral affective and cognitive processes

that govern the process of its realization.

Achievement motivation can specify specific

components that perform certain functions in the

process of regulating activities.

It is also understood that success, as a stable

description of a person, is first highlighted by G.

Murray, and the desire to do something quickly and

well and to achieve a certain level in any job. Scholars

such as D. McClelland and H. Heckhausen have

Nargiza, K. and Zoxid, A.

Green Ambition: Personal Journeys Toward Environmentally Aware Success and Motivation.

DOI: 10.5220/0012989400003882

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 1645-1648

ISBN: 978-989-758-723-8

1645

identified two independent motivational directions in

the process of applying this motive: the desire to

succeed and the desire to avoid failure. In this case,

the motive for success is determined by a person's

desire to increase their level of ability (Gordiva, T. O.,

2006).

According to H. Heckhausen, the motive for success

is emphasized as an attempt to maintain and expand

the highest level of potential when the criteria of

human success are applied. The results of such

activities can lead to success or failure. The

motivation to succeed is focused on a specific end

result, i.e., to succeed or not to fail. To be successful,

goals need to be constantly reconsidered.

According to G. Murray, the need to succeed is

characterized by the following concepts: the

performance of difficult tasks, management,

regulation, organization of the relationship of

individuals and ideas of physical objects; complete

tasks as quickly and independently as possible;

overcoming obstacles and achieving high results;

development, competition, and superiority;

demonstration of talents and strengthening self-

esteem.

Accordingly, M. Sh. Magomed-Eminov defines the

integration of motivation for success as a functional

system of affective and cognitive processes. In the

process of motivational management of activity,

special components can be distinguished that perform

certain functions: relevance motivation (desire to act

and initiative), selection motivation (process of

selection of goals and corresponding activities),

implementation motivation (regulation of action and

control over the implementation of desire), post-

realization motivation (processes aimed at stopping

movement or changing one action to another).

One of the mechanisms for achieving success

motivation is the assessment of the emotional-

motivational significance of the situation, which

stems from the assessment of the situation and the

overall competence to achieve success. The intensity

of the motivational tradition varies depending on the

magnitude of the two parameters, such as the motive

for success and the avoidance of failure (Vilyunas, V.

K., 2006).

There are relatively different views on the

relationship between striving for success and

avoiding failure. In particular, D. Atkinson

emphasizes that the motives for success are

proportional poles; if a person is focused on success,

he is not afraid of failure, and vice versa. In other

studies, if the desire to succeed is clearly expressed,

it is believed that failure does not lead to strong fear

if it is associated with some serious consequences.

There is evidence that there can be a positive

relationship between striving for success and

avoiding failure. Therefore, the desire to strive for

success or to avoid failure is inseparable. They can

also be at both high and low levels of both aspirations

(Ilyin, 2000).

The motivation to avoid failure is to try to avoid

failure in any situation, especially when its results are

accepted and evaluated by other people (Davletshin,

1997).

It is known that research on the motivation of human

activity and the results of research in this area show

that the success of human activity, when faced with

three factors, increases the attractiveness and interest

in solving these tasks. People who fail do such work

with very little interest, sometimes losing interest.

Individuals who initially tried to succeed often

achieve good results after failing. But with failure at

first, individuals, on the contrary, achieve high results

after success. The activity of a person with a high

motivation to achieve a goal is more productive than

that of a person with a motivation to avoid failure.

In addition, there are certain differences between

the personal successes and failures of individuals who

succeed and those who do not. Individuals who strive

for success believe that their success depends on

personal factors, i.e., effort, perseverance, ability, and

that unsuccessful things usually happen in random

situations. People who avoid failure associate their

success with external factors, particularly luck, the

difficulty or ease of a given task. If the activity fails,

they analyze their options. In addition, subjects with

a very strong motivation to avoid failure often fail to

properly assess their potential, become frustrated by

failure, and lose confidence in themselves. Success-

oriented subjects usually act differently; they value

their opportunities and abilities appropriately and are

not confused by failure (Kuraev et. al., 2000).

2 ANALYSIS

In general, motivation for success is understood as a

force that can lead to success based on certain human

actions. This particular direction, intensity, and

determination are manifested in the activity.

Motivation to avoid failure is a mechanism designed

to avoid various mistakes and failures, and the person

who fails tries not to make mistakes again, sometimes

trying to change their failures completely or partially.

Action towards success is determined by the

predominance of motivation in a person to avoid

failure. Thus, the motivation to succeed is positive

and contributes to a person’s personal development.

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Based on the above, we considered it important to

examine the relationship between the development of

reflexivity in an individual and the motivation to

succeed. To this end, a group of subjects conducted a

survey "Motivation to succeed and avoid failure"

(A.A. Rean) "Determining the level of reflexivity"

(VV Ponamaryov) and "Determining priority

strategies for reflexivity" developed by A.A. Rean

(author's development) were conducted, and

empirical data were collected.

Table 1: Mapping Personality and Success Motivation:

Correlational Insights.

Directions of

reflexivity

Motivation to strive for success

Teenagers Level 1

students

Level 3

students

Self-direction 0,05 -0,07 0,12

Orientation to other

8 -0,03 0,09

Orientation to past

activities

0,02 0,07 0,18*

Focus on current

activities

0,10 0,09 0,08

Focus on future

activities

-0,02 0,02 0,04

Collaborate and

communicate with

others

0,02 -8 0,17*

Note: ** r≤0,05

According to the results presented in the table, the

development of self-awareness in adolescents at this

age depends on their influence on the area of

motivation. When a person does not fully realize their

potential, the process of striving for success also

manifests itself in a state of misunderstanding.

Empirical studies have shown that even in a group

of Level 1 students, there is no significant association

between reflexive orientations and motivation to

strive for success. It is known that Phase 1 is

characterized by the beginning of a new type of

activity, as well as the fact that most of the tasks are

not sufficiently understood, the implementation of

which is superficial in the organization and

management of educational activities. At the same

time, it is not uncommon for students to be ahead of

their peers in unfamiliar environments during this

period, preferring to be first in the team.

Looking at the experimental results, there is a

significant correlation between reflexive orientations

and motivation to succeed in a group of 3rd-year

students. This is explained by the fact that they have

a real understanding of the requirements of the

activity, can imagine the result in real life, as well as

the essence and content of educational activities.

Especially during this period, it is noted that the

student has an increased desire to pass without

knowing it, an increased tendency to achieve results

through the knowledge that is understood for them.

Experiments have shown that reflection on past

activity has a significant correlation with motivation

to strive for success (r = 0.18; r≤0.05). The student's

quest for success is inextricably linked to his or her

past activities. Because a person who strives for

success first and foremost tries not to repeat the

mistakes and shortcomings he has made in the past.

This, in turn, helps to analyse the activities done in

the past and draw the necessary conclusions.

It is known that a person's desire to work, the

achievement of effective results in it is largely

determined by the organization of activities in

collaboration with others and the ability to establish

effective communication. In this sense, the success of

any activity process is largely determined by an

understanding of the purpose and content of the

collaborative activity.

Based on the results of the experiment, it is

observed that the reflection of cooperation and

communication with others has a significant

correlation with the motivation to strive for success (r

= 0.17; r≤0.05). Indeed, the process of human activity

does not take place in solitude, in which the need for

constant support from others is felt as a priority. It

should be noted that the success of any person in the

activity depends on the personal example and

behaviour of others. Indeed, human activity is always

characterized by a collective character. Because

human activity is always necessitated by needs.

Therefore, a significant correlation is noted between

these two events.

Based on the data obtained during our research,

we were able to determine the characteristics of the

relationship between the areas of reflexivity and

motivation to strive for success among the subjects.

Table 2: Motivation's Link to Success: A Reflexivity

Perspective.

Directions of reflexivity Motivation to strive for

success

Self-direction 0,02

Orientation to other people 0,04

Orientation to past activities 0,11**

Focus on current activities 0,12**

Green Ambition: Personal Journeys Toward Environmentally Aware Success and Motivation

1647

Focus on future activities 0,03

Collaborate and communicate

with others

0,03

Note: ** r≤0.01

According to the results presented in the table, a

positive correlation between reflection on past

activities and motivation to succeed is evident (r =

0.11; p≤0.01). The analysis of empirical data reveals

a strong desire to act towards the result by

understanding the goal.

In examining the empirical data, it is found that

reflection on current activity is significantly related to

the motivation to strive for success (r = 0.12; p≤0.01).

It should be noted that, due to the involvement of our

youth in education and labor, their main goal today is

to achieve high results through success.

While the motivation to strive for success in the early

stages of a person’s development may not be obvious,

it can be observed that the development of reflexive

processes is necessitated by behaviors that are not

understood.

3 CONCLUSION

Based on the above, the following conclusions are

appropriate:

 Motivation for success in the development

of reflexivity in the person is a key

component.

 The person must develop such reflexive

qualities as self-management, self-

awareness, and self-control in advance, so as

not to face failure and misfortune in their

activities.

 Different age-related aspects of the

development of motivation to succeed in the

individual are apparent. In particular, it can

be seen that in the early stages of personality

development, although this is not clearly

expressed, the later stages develop with age.

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Vilyunas, V. K. (2006). Psychology of development

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Gordiva, T. O. (2006). Psychology of achievement

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Publishing center "Academy".

Davletshin, M. G. (1997). Psychologydan qiskacha isohli

lugat. T.

Ilyin, E. P. (2000). Motivation and motives. St. Petersburg:

St. Petersburg.

Kuraev, G. A., & Pozharskaya, E. N. (2002). Human

psychology: a course of lectures. Rostav n/D.

Magomed-Eminov, M. Sh. (1987). Achievement

motivation: structure and mechanisms. Abstract of

Candidate of Psychology. M.

Hekhauzen, H. (2001). Psychology of achievement

motivation. St. Petersburg: Speech.

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