Мотивация школьника: барьеры и стимулы к активной самостоятельности
Аннотация
Учителя и родители справедливо связывают академическую успешность ребенка с его мотивацией, при этом обычно трактуют последнюю как врожденную особенность и редко связывают ее возникновение или ослабление с характеристиками той среды, в которой ребенок действует. Однако проблемы с мотивацией — не диагноз, а симптом, указывающий на локализацию настоящего нарушения: на недостаточные или искаженные возможности для реализации учащимся его потребности в автономии. Проведено исследование с целью описать принцип анализа основных характеристик образовательного пространства школьника для обнаружения источника проблем с мотивацией. Объединяя теорию самодетерминации Э. Деси и Р. Райана с теорией фрейминга Б. Бернстейна, авторы показывают, как в ходе педагогического взаимодействия формируется автономия ребенка в отношениях контроля. Ее можно проследить и оценить по двум основным осям: в коммуникативных ролях (иерархических или горизонтальных) и в контексте (пространстве, времени, содержании занятий и их оценивании). На основе разработанной теоретической модели авторы предлагают схему диагностики для выявления источника проблем с мотивацией. Модель апробирована в качественном исследовании: проведено 77 полуструктурированных интервью с подростками и их родителями. На примере четырех кейсов (два примера жесткого и два примера мягкого фрейминга в учебе) представлен процесс диагностики проблем с мотивацией. Показано, что в случае жесткого фрейминга в школе нереализованная потребность в автономии приводит к тому, что ребенок «реализуется» в сфере внеучебной активности.
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