FORMATION OF STUDENTS’ LEARNING MOTIVATION IN THE CONDITIONS OF DISTANCE AND BLENDED LEARNING

Abstract

The article highlights the problem of forming students’ learning motivation in the context of distance and blended learning, which has become especially relevant due to the digitalization of the educational process, a decrease in student engagement, as well as global challenges such as the COVID-19 pandemic and military operations. It is emphasized that the modern education system needs new psychological and pedagogical approaches to motivation, focused on the development of internal resources of the individual, self-regulation and emotional stability. In the context of a pandemic and war, there is a need to adapt the educational process to changing circumstances that increase stress and anxiety among students, and require special attention to maintaining the psycho-emotional state. The theoretical basis of the study is the self-determination theory of motivation by R. Desi and E. Ryan, which focuses on meeting basic psychological needs – autonomy, competence and social inclusion – as prerequisites for effective learning. On the basis of this theory, a six-week programme to develop learning motivation was developed and implemented, which included six thematic modules: ‘Self-knowledge’, “Goal setting”, “Emotional support”, “Self-organization”, “Overcoming procrastination”, “Reflection on changes”. The programme has been adapted to the realities of the pandemic and war, including exercises that promote emotional resilience, the ability to adapt to stressful situations and maintain motivation in the face of uncertainty. Practical techniques and exercises included: SMART goals, motivational map, energy diary, Pomodoro technique, emotional writing, exercises to develop emotional support and the Motivation Tree. Prospects for further research are the development of long-term strategies to support academic motivation in a virtual environment, taking into account the individual characteristics of students and interpersonal interaction with teachers, as well as the analysis of the impact of social and psychological factors on the effectiveness of motivational programmes in crisis conditions.