PRIORITY LEARNING MOTIVES AMONG CHILDREN AND ADOLESCENTS IN THE TIME OF WAR

Abstract

Formation of key competences of education throughout life is the main task of the modern educational sphere in Ukraine. The purpose of the article is to empirically investigate the priority learning motives of younger schoolchildren and adolescents in wartime. The learning motive is a factor in encouraging the individual to activity in this field. The empirical study has used a method of determining priority learning motives. Empirically revealed that, compared to adolescence, a fairly large and much larger number of younger schoolchildren was determined by the 1st and 2nd priorities for cognitive motives “I learn because I am interested” and “I learn because I want to know more”. With the 3rd and 4th priority, a small number of respondents were found for these motives, with the 5th and 6th – missing or very small. A significant and larger number of younger schoolboy and schoolgirl and adolescent schoolboy and a small number of adolescent schoolgirl have given the 6th priority to the social motive “I learn because I am forced by parents”. The missing or small number of the respondents determined the 1-5th priorities for this reason. Compared to younger schoolboy and adolescent schoolboy, a large and larger number of younger schoolgirl and adolescent schoolgirl have given the 1st priority to the social motive “I learn because it will then be easier for me to get a good job”. To do this, the motive of the 2nd or 3rd priority has determined a much smaller number of respondents, the 4-6th is absent or insignificant. The more of the subjects has set the 5th and 6th priorities for the social motive “I learn because everyone is studying now”. The smaller number of respondenst has determined for this reason the 4th priority, no or minor – 1st-3th priorities. The social motif “I learn because the teacher likes” has given the 1st priority a much greater number of younger schoolchildren than adolescence. For this reason, a large number of respondents were recorded relative to the 4th, 5th and 6th priorities and are insignificant – for the 2-3rd priorities.