The role of motivation and system of values in the development of upper secondary school pupils' personalities.
The motivation system in adolescent high school pupilsstudents of was studied (9th and 11th grade students) on the basis of a complex approach and a comparative analysis of emotional attitudes and a deliberate preference of values (general and educational). It was shown that the significance and acc...
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M.V. Lomonosov Moscow State University
2014-07-01
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Series: | Psychology in Russia: State of Art |
Online Access: | http://psychologyinrussia.com/volumes/pdf/2014_2/2014_2_27-38.Pdf |
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doaj-461f83e4dd2f4c308b75e361df3414ed2020-11-25T02:20:49ZengM.V. Lomonosov Moscow State UniversityPsychology in Russia: State of Art2074-68572307-22022014-07-0172273810.11621/pir.2014.0203The role of motivation and system of values in the development of upper secondary school pupils' personalities. Vartanova I.I. 0Lomonosov Moscow State University, Moscow, RussiaThe motivation system in adolescent high school pupilsstudents of was studied (9th and 11th grade students) on the basis of a complex approach and a comparative analysis of emotional attitudes and a deliberate preference of values (general and educational). It was shown that the significance and accessibility of analyzed groups of values are, to a considerable extent, determined by a dominant motivation. Also, a tendency was found towards the contra-positioning of conscious and emotional attitudes with values — values which are highly attractive on the motivation-and-emotional level, but on the level of conscience, are underestimated compared with other ones. This also determines the further trend of development of a personality in the direction of acceptance of sociallyapproved general and educational values, and leads to the convergence of personality development of schoolchildren at that stage of their life. Also revealed were certain gender- related features of value orientations, which were relatinged to the more advanced development of girls when compared to boys of the same age. http://psychologyinrussia.com/volumes/pdf/2014_2/2014_2_27-38.Pdf |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Vartanova I.I. |
spellingShingle |
Vartanova I.I. The role of motivation and system of values in the development of upper secondary school pupils' personalities. Psychology in Russia: State of Art |
author_facet |
Vartanova I.I. |
author_sort |
Vartanova I.I. |
title |
The role of motivation and system of values in the development of upper secondary school pupils' personalities. |
title_short |
The role of motivation and system of values in the development of upper secondary school pupils' personalities. |
title_full |
The role of motivation and system of values in the development of upper secondary school pupils' personalities. |
title_fullStr |
The role of motivation and system of values in the development of upper secondary school pupils' personalities. |
title_full_unstemmed |
The role of motivation and system of values in the development of upper secondary school pupils' personalities. |
title_sort |
role of motivation and system of values in the development of upper secondary school pupils' personalities. |
publisher |
M.V. Lomonosov Moscow State University |
series |
Psychology in Russia: State of Art |
issn |
2074-6857 2307-2202 |
publishDate |
2014-07-01 |
description |
The motivation system in adolescent high school pupilsstudents of was studied (9th and 11th grade students) on the basis of a complex approach and a comparative analysis of emotional attitudes and a deliberate preference of values (general and educational). It was shown that the significance and accessibility of analyzed groups of values are, to a considerable extent, determined by a dominant motivation. Also, a tendency was found towards the contra-positioning of conscious and emotional attitudes with values — values which are highly attractive on the motivation-and-emotional level, but on the level of conscience, are underestimated compared with other ones. This also determines the further trend of development of a personality in the direction of acceptance of sociallyapproved general and educational values, and leads to the convergence of personality development of schoolchildren at that stage of their life. Also revealed were certain gender- related features of value orientations, which were relatinged to the more advanced development of girls when compared to boys of the same age.
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url |
http://psychologyinrussia.com/volumes/pdf/2014_2/2014_2_27-38.Pdf |
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AT vartanovaii theroleofmotivationandsystemofvaluesinthedevelopmentofuppersecondaryschoolpupilspersonalities AT vartanovaii roleofmotivationandsystemofvaluesinthedevelopmentofuppersecondaryschoolpupilspersonalities |
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