Educational motivation role to form labor potential

The purpose of research is to study the role of educational motivation of students of an agrarian university in the formation of labor potential. To identify and analyze the content aspect of the motives for teaching students, a questionnaire was conducted using A.A. Rean and V.A. Yakunin, modified by N.Ts. Badmaeva. The study involved 1–4 year full and part-time under-graduate students of the “Personnel Management” training area. The total number of respondents was 158 people. When questioning, students assessed 34 statements on a five-point scale, which characterize the motives of educational activity, according to their significance: 1 point corresponds to the minimum significance of the motive, 5 points - to the maximum. The data obtained as a result of the study made it possible to consider the dynamics of educational motivation among students from the 1st to the 4th year of the bachelor's degree. It was revealed that the most significant for students are educational motives, which belong to the group of external motives, less significant for them are internal motives. The majority of students have an average level of educational motivation. The main motives that encourage full-time students to study activities for the 1st, 3rd and 4th years are professional motives, for the 2nd year the leaders are communicative motives. Comparison of two groups of extramural graduates in 2011 and 2021 shows a high level of professional motivation for both groups. Consequently, students perceive training as an opportunity to become highly qualified specialists. Thus, educational motivation is one of the decisive factors in the formation of labor potential and a key point in the instructor’s work.