UDC 37.091.3:378.147:37.011.3
DOI: https://doi.org/10.59694/ped_sciences.2025.12.013
MOTIVATION AND DEMOTIVATION OF UNIVERSITY STUDENTS IN THE SPECIALTY OF PRESCHOOL EDUCATION: CHALLENGES, REASONS, WAYS TO OVERCOME
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IVANOVA Victoria
Doctor of Pedagogical
Sciences, Professor, Professor of the Department of
Preschool and Special Education at Mukachevo State
University.
ORCID іD: https://orcid.org/0000-0003-3954-9407
Abstract:
The article has been devoted to the problem of motivation and demotivation of university students studying in the specialty Preschool Education. The author has emphasized the relevance of the topic in the context of modern educational challenges, such as the decline in the prestige of teaching professions, students’ emotional burnout, the effects of martial law, and the need to form competent professionals capable of working in an inclusive, multicultural and dynamic environment.
The article presents an analysis of modern research in the field of motivation, which reveals the influence of external (social expectations, material incentives, the role of the teacher) and internal (the desire for self-realization, interest in the profession) factors on students’ learning motivation.
The author has discussed the substantive and procedural theories of motivation that help to reveal the mechanisms of its formation, in particular, A. Maslow’s theory of needs and Vroom’s theory of expectations.
The purpose of the study is to investigate the reasons for motivation and demotivation of students of the specialty Preschool Education on the example of Mukachevo State University. A set of methods has been used: theoretical analysis of the literature, a survey of students using the author’s questionnaire, as well as description and comparison of the collected data.
The results of the research showed that motivation is a multifactorial category that affects learning success, the formation of professional competencies and readiness for the challenges of teaching. Among the key causes of demotivation are emotional burnout, formal attitude to the profession, and the mismatch between students’ expectations and the realities of the educational process. At the same time, the main source of intrinsic motivation is the need for self-realization and the development of interest in the future profession.
The author emphasizes the necessity of creating favorable conditions for motivation, including the adaptation of curricula, ensuring psychological comfort and improving the quality of the educational process. The role of the teacher has been defined as central to the formation of a positive attitude of students to the profession. Particular attention has been paid to the integration of students into the learning process, which contributes to the development of their independence, creativity and professional maturity.
Keywords: motivation, demotivation, applicants for higher education in the specialty Preschool Education, professional training, educational process.
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