DOI: 
http://dx.doi.org/10.15293/1813-4718.1904.13
UDC: 
316.6+159.922.8
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

Abstract: 
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.
Keywords: 
motives, motivation structure, role, cadets, education
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