Kashapov Mergaljas Mergalimovich
Доктор психологических наук, Dr. Sci. (Psychol.), Prof. Holder of the Chair, of Pedagogy and Educational Psychology, Yaroslavl State University. P.G. Demidova, smk007@bk.ru, Yaroslavl
Perevozkina Julia Mihajlovna
Доктор психологических наук, Dr. Sci. (Psychol.), Assoc. Prof., Holder of Chair of Practical and Special Psychology, Novosibirsk state pedagogical university, per@brk.ru, Novosibirsk
Perevozkin Sergey Borisovich
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof. of the Department of Psychology, Pedagogy and Law, Novosibirsk State University of Economics and Management, per@bk.ru, Novosibirsk

Social role as a factor of educational motivation cadets

The problem end purpose. The article deals with the problem of learning motivation in relation to new conditions of education, increasing the motivational component of students of the cadet corps through the development of the professional role of a future serviceman. The importance of continuity in the formation of pupils in cadet corps in enhancing interest in the military profession, which must be built into the educational process, is noted. Methodology. It is argued that the professional self-determination of the cadet can be viewed through the prism of the correlation of the individual, including the needs and motives, and the professional role. The binary nature of this interaction is revealed: on the one hand, the personality with its motivation determines the realization of the role, on the other hand, the role influences the personality and its motives, creating a unique role combination. with a preference for the role of a cadet, Results. Demonstrate the severity of most components of the structure of the motivation of the doctrine students of the cadet corps, who defined the first role as the «cadet» (22.5 %), which implies identification iju learner learning with specificity, prevalence advantageously exhibit structural components in the learning motivation (p < 0,02). They have pronounced emotional and cognitive motivational components associated with learning, the desire for self-development. Conclusion. This led to the important conclusion that the activity of students in mastering the roles associated with the specifics of the cadet corps allows them to effectively transform social experience into an individual structure of learning motives.
motives, motivation structure, role, cadets, education

1. Guseva, N. V., 2007. Professional-role self-determination of cadets of universities of the Ministry of Internal Affairs of Russia. St. Petersburg, 21 p. (In Russ.)
2. Kabachevskaya, E. V., 2003. Formation of professional interest of young men of the cadet corps. Kemerovo, 22 p. (In Russ.)
3. Karmazin, T. I., 2004. Socio-psychological characteristics of the role-playing behavior of cadets of universities of the ground forces in the process of learning. Moscow, 23 p. (In Russ.)
4. Karpova, Е. V., 2018. Negative factors of motivation for learning activities. The human factor: Social psychologist, No 1 (35), pp. 115–120. (In Russ., abstract in Eng.)
5. Kashapov, M. M., 2017. Psychology of creative thinking. Moscow: INFRA-M Publ., 436 p. (In Russ.)
6. Kashapov, M. M., 2003. Psychological and pedagogical training of creative thinking. Psychology of professional pedagogical thinking. Monograph. Moscow: Institute of Psychology Russian Academy of Sciences Publ., pp. 331–397. (In Russ.)
7. Kon, I. S., 1999. Sociological psychology. Moscow; Voronezh: Moscow Psychological Social Institute Publ.: Modek Publ., 560 p. (In Russ.)
8. Lopuha, A. D., 2002. Socio-pedagogical conditions of the effectiveness of the system of education of patriotism among officers in higher military educational institutions. Novosibirsk, 35 p. (In Russ.)
9. Nosov, P. V., 2009. Social roles as a factor in the organization of social relations. Moscow, 25 p. (In Russ.)
10. Osyodlo, V. I., Kovalchuk, A. P., 2013. Subject-activity approach in the study of the motivational factors of the personality of the soldier. Psychology and law, No 1, pp. 1–12. (In Russ., abstract in Eng.)
11. Perevozkina, J. M., 2018. System model of social-role functioning of the individual. Intelligence. Culture. Education: materials of the International Scientific Conference dedicated to the 85th anniversary of the birth of RAO I. S. Ladenko, with elements of a scientific school for young people. Novosibirsk, pp. 19–21. (In Russ.)
12. Shubin, V. A., 2001. Continuity in the formation of interest in the military profession among schoolchildren and cadets of a military college. Yaroslavl, 22 p. (In Russ.)
13. Buch, R., Dysvik, A., Kuvaas, B., Säfvenbom, R., 2016. The Relationship Between Mastery Orientation and Maximal Oxygen Uptake Among Military Cadets: The Mediating Role of Intrinsic Motivation. Military Behavioral Health, Vol. 4, Iss. 4, pp. 398–408. (In Eng.)
14. Mead, G. H., 1978. The Social Self. Psychiatry. Interpersonal and Biological Processes, Vol. 41, Iss. 2, pp. 178–182. (In Eng.)
15. Schick, H., Phillipson, S. N., 2009. Learning motivation and performance excellence in adolescents with high intellectual potential: what really matters?. High Ability Studies, Vol. 20, Iss. 1, pp. 15–37. (In Eng.)
16. Neale, M., Griffin, M. A., 2006. A Model of Self-Held Work Roles and Role Transitions. Human Performance, Vol. 19, Iss. 1, pp. 23–41. (In Eng.)
17. Smith, D. G., Rosenstein, J. E., Nikolov, M. C. et al., 2019. The Power of Language: Gender, Status and Agency in Performance Evaluations. Sex Roles, Iss. 2, pp. 1–13. (In Eng.)
18. Tang, L., Improving training outcomes: the significance of motivation when learning about new shipboard technology. The Journal of Vocational Education & Training, Vol. 70, Iss. 3, pp. 384–398. (In Eng.)