PEDAGOGICAL CONDITIONS FOR INCREASING MOTIVATION OF STUDENTS’ RESEARCH ACTIVITY IN THE PROCESS OF EDUCATIONAL AND SCIENTIFIC INTERACTION

Abstract

The motivational component of students’ research activity remains a weak link in university training: the regulatory requirements for the formation of research competencies are fixed in educational standards, while a stable interest in scientific inquiry does not develop in a considerable proportion of students. The discrepancy between the formal inclusion of research work in curricula and the actual involvement of students poses a problem that requires shifting the emphasis from organizational forms to the pedagogical conditions under which motivation acquires an internal character. The aim of the work is to substantiate a set of pedagogical conditions that increase the motivation of students’ research activity in the process of educational and scientific interaction. The methodological basis is formed by the structural-functional approach, conceptual analysis of the regulatory framework of higher education, and modelling. An author’s model of educational and scientific interaction is constructed, in which four groups of conditions are distinguished – organizational-pedagogical, didactic, socio-psychological and subject-reflexive – and the connections between them are established. It is shown that the decisive factor is not a separate condition but their coordinated action: transformation of motivation from external to internal is achieved by combining early involvement in genuine scientific inquiry, a dialogic mode of the supervisor’s work, and recognition of the research result in the learning environment. The shift of motivation towards internal drives is ensured by restructuring the character of the teacher-student interaction rather than by increasing the number of research events.