The relationship between personal value orientations and learning motivation in adolescence

Abstract

The article examines the relationship between value orientations and learning motivation in adolescents. The relevance of the study is determined by the strategic priorities for educational development in modern Russia and the need to design programs aimed at enhancing learning motivation in contemporary adolescents. Value orientations, which form the core of personality and determine its direction, play a key role in shaping an individual’s motivational sphere. Adolescence is a critical period for the active formation of value orientations. It is at this developmental stage that the foundations of a value system are laid, which subsequently exerts a significant influence on all aspects of personal development. The quality of an adolescent’s further personal growth and their development into a full-fledged member of society depend substantially on the values formed during this period. The study involved 30 adolescents aged eleven to sixteen years. Psychodiagnostic methods were used to assess value orientations and types of learning motivation including S. S. Bubnova’s assessment of the real structure of personal value orientations, G. V. Rezapkina’s Hierarchy of Life Values, and an academic motivation scale adapted by T. O. Gordeeva, O. A. Sychev, and E. N. Osin from Vallerand’s scale. Correlation analysis was used to identify links between motivational orientations and values. The results indicate that cognitive motivation correlates positively with the values of cognition, creativity, health, and beauty, while a negative correlation has been established with the value of recreation. Self-development motivation is associated with knowledge, creativity, respect, and responsibility. Achievement motivation has a positive relationship with cognition and a negative one with recreation. External negative motivation is linked to social status, whereas amotivation shows inverse relationships with cognition and recreation. These findings contribute to a deeper understanding of motivational and value orientations and hold practical significance for educational theory and practice.