Features of the development of educational motivation of adolescents in inclusive and classical educational models

The article substantiates the relevance of the problem of formation of educational motivation in adolescents and the importance of studying the features of development of educational motives of normotypic schoolchildren studying in the conditions of classical (general education) and inclusive educational models. The theoretical foundations of the conducted research, its conceptual and categorical apparatus are described. The results of the empirical study of the features of educational motives using questionnaires of M.V. Matyukhina (modified by N.Ts. Badmaeva) and M.I. Lukyanova, N.V. Kalinina, the method of hierarchical clustering are presented. Conclusions are made about the validity of the put forward hypothesis, about the presence of fundamental differences in the development of educational motives of adolescents studying in the conditions of classical and inclusive educational models. The prospects of the research are outlined.