ANALYSIS OF THE CHALLENGES OF MEETING STUDENTS’ PSYCHOLOGICAL NEEDS DURING ONLINE LEARNING

Abstract

The article provides a theoretical analysis of the real and potential challenges of meeting the current needs of higher education seekers in the context of online learning. The paper examines the essence and interconnection of the concepts of «motive» and «motivation». A motive is defined as an internal impulse that shapes the direction of an individual’s behaviour under the influence of external factors. In the process of individual development, motives become stable evaluative dispositions that differ in content, direction, structural organisation, depth of awareness and stability. Particular attention is paid to the analysis of motivation as a complex system consisting of interrelated components. Motivation has a procedural dynamic that manifests itself in motivational cycles, states, and sequences. As a driving force of personality, it is integrated into a broader system of activity, where affective and cognitive processes are mutually mediated, forming a functional unity that regulates behavioural activity aimed at achieving goals and realising needs. The analytical framework of the study is based on the theory of self-determination, according to which the degree of personality activity is determined by the satisfaction of three basic needs: autonomy, competence, and affiliation. The results of the theoretical study showed that the online environment creates significant challenges for the motivational sphere of students. The most vulnerable of the psychological needs is the need for affiliation, as limited opportunities for direct interpersonal communication, reduced group interaction and deep social contacts significantly complicate the formation of a sense of belonging to a group.A high level of autonomy in online learning, in the absence of adequate self-regulation and control skills, can have a counterproductive effect. Excessive freedom without sufficient self-control often leads to chaotic work organisation and increases procrastination. It has been found that a lack of prioritisation and effective time management skills leads to unstructured learning activities; a lack of self-control complicates progress monitoring and error correction; low reflectivity limits the choice of flexible strategies in response to difficulties. It has been found that a blended learning format better meets the basic psychological needs of students, in particular autonomy, competence and social belonging.