Motivation is the basis of any independent activity. Motivation means that a person invests their resources, such as energy, time, knowledge, talent, will, etc.in achieving the desired goal. There is no doubt that motivation is a key condition for an effective learning/learning process, and it applies to all subjects taught at a University or school. In addition, motivation (or lack of it) is most often the main prerequisite for successful collaboration between a student and a teacher and, at the same time, a common cause of misunderstandings. What is the reason for them? Teachers expect and rely on high motivation of students — they are sure that students strive to get the maximum possible amount of information, maximum skills, pre calculus homework help i.e. that their motivation is high. But the reality disappoints them, because the teacher or teacher is faced with a weak motivation of students in daily activities — both in the classroom and in home preparation for them. On the other hand, students and students are not satisfied with the learning process — their complaints most often relate to the fact that many teachers are not able to effectively transfer knowledge and skills, which is often formulated as if teachers were not able to “teach me/us something”, expecting that the teacher in the learning process invests them with knowledge and skills, so to speak, without independent work of students, without their effort.
What is the result? Participants on both sides of the learning process are frustrated and feel a lack of understanding of each other’s needs. If the key (basic) condition for an effective learning/learning process does not work, there is a need to understand the causes of this phenomenon more thoroughly, using an integrated approach. We need to organize an appropriate study and try to better understand the reasons for the discrepancy between the interests and approaches of teachers and students, teachers and students. It turns out that at present there is an obvious lack of such comprehensive scientific research, and those that exist, as a rule, contain in their conclusions well-known information or General facts that motivation is necessary, that students require “new forms of learning”, that teachers need to “more actively stimulate students ‘motivation to learn”, etc., without touching on the actual causes of the problem. Quite often, researchers are interested in the issue of motivation only from one side — from students. We will try to present our point of view based on almost
40-year practice of teaching foreign language and literature in higher education.
For a deeper understanding of the problem of “including” motivation in the learning/cognition process, it is necessary to identify the differences between motivation and stimulation.
Motivation is an internal process based on purely personal motives, i.e. impulses that encourage a person to make efforts and bring the carrier of motives closer to achieving certain goals or satisfying needs by his own strength, energy, or will. So, motivation, having internal, partly psychological reasons, cannot be introduced from the outside, from the outside, by another person.
We can say that the responsibility for motivation lies entirely with the person (sometimes this is called “internal motivation”or” self-motivation”).
Others, including teachers, can only stimulate-that is, name, call, support, develop from the outside those impulses that induce motivation
(in some sources this is called “external motivation”). This means that the combination and complementarity of motivation and stimulation is a desirable prerequisite for a truly effective learning process, which means that both teachers and students are responsible for the effectiveness of the learning process.