Psychological patterns in the development of academic motivation in 9th-11th grade students: the role of volitional personality traits

The article presents the results of an empirical study of the relationship between academic motivation and volitional personality traits in students in grades 9-11 of a comprehensive school. The study involved high school students (N = 105) aged 15-18 (M=15.97; SD=1.08), 63.81% were girls. The following methods were used: survey, testing; methods of mathematical and statistical data processing: descriptive statistics, asymmetry and excess criteria, Pearson correlation analysis. Diagnostic tools: I.S. Dombrovskaya’s methodology for studying academic motivation (validated by D.V. Kashirsky), M.V. Chumakov’s questionnaire “Volitional Personality Traits”, J. Rotter’s “Locus of Control” methodology adapted by E.F. Bazhin et al. The study revealed quantitative and qualitative patterns in the development of academic motivation and volitional personality traits in students in grades 9-11. It has been established that in the 9th grade, volitional qualities are interconnected with external motivation for learning, in the 10th grade - with internal educational motivation, in the 11th grade - with entering a university and passing the Unified State Exam. The research materials expand scientific and theoretical ideas about the nature of maturation of modern teenagers, the dynamics of the motivational and volitional spheres of personality and can be used in the process of psychological and pedagogical support of senior school students.