The motivation to study of first-year students

Keywords: motivation, educational motivation, educational adaptation, first-year students, professional education


The problem of motivating an individual to be active in the society is always relevant in different fields of science, since the availability of appropriate motives determines appropriate response of each person. The purposeful formation of students’ study and professional motivation is one of the main tasks in higher education, and identifying different aspects of such motivation in first-year students gives an opportunity to have feedback and improve the living conditions of young people. In this article it has been established that student’s educational motivation can be considered as a complex system of factors and motives (goals, needs, interests, tendencies, successes, etc.) that are constantly changing and are mutually influential; it makes students acquire knowledge, development and develop their abilities, skills, personal qualities, a positive attitude to their future profession and the world around. The purpose of this work is to study the indicators and peculiarities of the motivation to study of first-year students. At this stage, among the main tasks is the determination of indicators and dynamics of motivation of first-year students at the classical university based on the example of the Uzhhorod National University using the results an electronic questionnaire for first-year students.

The article reveals a peculiarity of students’ motivation to study, which lies in the fact that it is not only polimotivated, but also one of the important results of the adaptation process (that is, the process and result of adaptation as a factor of motivation) and at the same time one of the mechanisms/factors of adaptation of young people to the educational process in higher education. The Empirical research proves that at the university, the majority of students (over 70%) have optimal motivational complexes during all the academic years under research, which contributes to successful professional training. There is also a general tendency for both the university as a whole and for most faculties, namely higher indicators of internal and external positive motivation in comparison with indicators of external negative motivation.


Балл, Г. А. (1989). Понятие адаптации и его значения для психологии личности. Вопросы психологии, (1), 92-100.

Бордовская, Н. В., & Реан А. А. (2000). Педагогика. Учебник для вузов. Санкт-Петербург: Питер.

Гончаренко, С. У. (1997). Український педагогічний словник. Київ: Либідь.

Занюк, С. С. (2004). Психологічні закономірності керування мотивацією учіння студентської молоді. (Автореф. дис. канд. психол. наук). Інститут психології ім. Г. С. Костюка АПН України, Київ.

Ильин, Е. П. (2002). Мотивация и мотивы. Санкт-Петербург: Питер.

Іванченко, О. З., Мельнікова, О. З., & Малахова, С. М. (2017). Особливості навчальної мотивації студентів медичного факультету. Актуальні проблеми сучасної медицини: Вісник української медичної стоматологічної академії, 1 (57), 268-271.

Клюшина, А. М. (2017). Психолого-педагогические особенности процесса адаптации первокурсников к условиям обучения в вузе. Поволжский педагогический вестник, 3 (16), 103-107.

Максимова, Н. Ю. (2014). Психолого-педагогическое обеспечение мотивационной готовности студентов к профессиональной деятельности. Вестник Нижегородского университета им. Н. И. Лобачевского, (1-2), 37-41.

Меденцова, Т. М. (2009). Аналіз понять «мотиви» та «мотивація навчання» особистості. Народна освіта, 1 (7). Взято з

Пінська, О. (2009). Професійна мотивація як засіб підвищення ефективності навчальної діяльності студентів. Проблеми трудової і професійної підготовки, (14), 111-115.

Староста, В. І., & Попадич, О. О. (2018). Деякі чинники адаптації студентів-першокурсників в умовах класичного університету. Ukrainian Journal of Educational Studies and Information Technology, 6 (2), 16-26. DOI:


Ball, G. A. (1989). The concept of adaptation and its implications for the psychology of personality. Voprosy psihologii, (1), 92-100. (in Russian)

Bordovskaja, N. V., & Rean, A. A. (2000). Pedagogika. Sankt-Petersburg: Piter. (in Russian)

Honcharenko, S. U. (1997). Ukrainian pedagogical dictionary. Kyiv: Lybid. (in Ukrainian)

Zanyuk, S. S. (2004). Psychological patterns of student motivation teaching management. (Author’s abstract of Candidate of Pedagogic Sciences Thesis). G. S. Kostiuk Institute of Psychology of the Academy of Pedagogical Sciences of Ukraine, Kyiv. (in Ukrainian)

Il’in, E. P. (2002). Motivation and motives. Sankt-Petersburg: Piter. (in Russian)

Ivanchenko, O. Z., Melnikova, O. Z., & Malakhova, S. М. (2017). Features of educational motivation of students of the medical faculty. Actual problems of modern medicine: Bulletin of the Ukrainian Medical Stomatological Academy, 1 (57), 268-271. (in Ukrainian)

Kljushina, A. M. (2017). Psychological and pedagogical features of the adaptation process of the first-year students to the conditions of training in the university. Povolzhskij pedagogicheskij vestnik, 3 (16), 103-107. (in Russian)

Maksimova, N.Yu. (2014). Psychological and pedagogical support of students’ motivational readiness for professional activities. Vestnik Nizhegorodskogo universiteta im. N. I. Lobachevs-kogo, (1-2), 37-41. (in Russian)

Medentsova, T. M. (2009). Analysis of the concepts of «motives» and «learning motivation» of the individual. Narodna osvita, 1 (7). Retrieved from (in Ukrainian)

Pіnska, O. (2009). Professional motivation as a means to increase the effectiveness of student learning activities. Problems of labor and professional training, (14), 111-115. (in Ukrainian)

Starosta, V. I., & Popadych, O. O. (2018). Some factors of adaptation of first year students in the conditions of the classical university. Ukrainian Journal of Educational Studies and Information Technology, 2 (6), 16-26. DOI: (in Ukrainian)

How to Cite
Starosta, V., & Popadych, O. (2019). The motivation to study of first-year students. Ukrainian Journal of Educational Studies and Information Technology, 7(2), 28-36.