Psychological Characteristics Of Developing Professional Motivation In Students Of The Psychology Education Program
Downloads
This study examines the psychological characteristics of developing professional motivation in students enrolled in the psychology education program. Professional motivation is a key factor influencing students’ academic success, career orientation, and personal growth. The research analyzes both internal factors, such as personal interests, cognitive abilities, and self-efficacy, and external factors, including social environment, teacher support, and educational strategies. The study emphasizes the role of psychological mechanisms, such as goal-setting, self-regulation, and intrinsic motivation, in fostering a sustainable professional orientation. Results indicate that a combination of individual and environmental influences is crucial for enhancing motivation, increasing engagement, and promoting successful professional development. The findings are applicable to educational practice and curriculum design, providing insights for teachers, psychologists, and program developers to create effective motivational strategies tailored to psychology students.
R. Ryan and E. Deci, Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York, NY: Guilford, 2017.
A. Bandura, Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall, 1986.
P. Schunk, D. Pintrich, and J. Meece, Motivation in Education: Theory, Research, and Applications, 4th ed. Upper Saddle River, NJ: Pearson, 2014.
J. Eccles and A. Wigfield, “Motivational beliefs, values, and goals,” Annu. Rev. Psychol., vol. 53, pp. 109–132, 2002.
E. L. Deci and R. M. Ryan, “The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior,” Psychol. Inquiry, vol. 11, no. 4, pp. 227–268, 2000.
S. Fortier, R. Vallerand, M. Brière, and C. Provencher, “Competitive and recreational sport structures and gender: A test of the hierarchical model of intrinsic and extrinsic motivation,” J. Sport Exerc. Psychol., vol. 20, pp. 227–246, 1998.
D. McClelland, Human Motivation. Cambridge, UK: Cambridge Univ. Press, 1987.
C. Dweck, Mindset: The New Psychology of Success. New York, NY: Random House, 2006.
S. Schunk, “Self-efficacy and academic motivation,” Educ. Psychol., vol. 26, no. 3–4, pp. 117–137, 1991.
R. Pintrich, “The role of goal orientation in self-regulated learning,” in Handbook of Self-Regulation, M. Boekaerts, P. Pintrich, and M. Zeidner, Eds. San Diego, CA: Academic Press, 2000, pp. 451–502.
J. R. Nauta, “Finding the right work: Fit, needs, and motivation,” J. Vocat. Behav., vol. 63, no. 2, pp. 300–321, 2003.
S. Vallerand, Intrinsic and Extrinsic Motivation in Sport and Physical Activity: A Review and a Look at the Future. Oxford: Elsevier, 2007.
K. M. Sheldon and A. Elliot, “Goal striving, need satisfaction, and longitudinal well-being: The self-concordance model,” J. Pers. Soc. Psychol., vol. 76, no. 3, pp. 482–497, 1999.
L. Hidi and R. Renninger, “The four-phase model of interest development,” Educ. Psychol., vol. 41, no. 2, pp. 111–127, 2006.
UNESCO, Global Education Monitoring Report: Youth and Motivation in Education, Paris: UNESCO, 2019.
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
