Creative self-realization and dynamics of internal and external motivation in schoolchildren: representations of parents

motivation is most often considered as a key factor of creative self-realization. However, the factors contributing to the formation of a life strategy for creative self-realization in childhood, adolescence and adolescence are rarely studied. The article develops a hypothesis about the development of motivation for creative self-realization as an interaction of factors of internal and external motivation, leading to their mutually enriching integration. A survey of 200 parents of children aged 7 to 20 years showed that creative self-realization as a key result of education and upbringing of children is significant for 51 % of respondents. 68 % of parents consider it equally important to support both external and internal motivation. Parents who consider creative self-realization as a key result of education and upbringing of children are also focused on the development of both external and internal motivation of children, although they pay higher attention to the latter of them. There are three periods in school age. The first is before the age of 12, when, according to parents, 71 % of primary school children's internal motivation is strongly influenced by the «challenge of integration», which leads to both an increase in the proportion of children with good development of both types of motivation (22,2 %) and the proportion of «demotivated» children (11,1 %). At 13-14 years of age There is a «reverse jump» to 70.8 % of the leadership of internal motivation or the leadership of external motivation (12,5 %). At the age of 15-18, there is an increased impact of external motivation, as a result, according to parents, by the age of 19-20, internal and external motivation is equally good in 40 % of their children (parents considering creative self-realization as a key result of education and upbringing of children, 44,4 %; on average, for all ages, the proportion of children with good development of internal and external motivation is 20,5 %); The proportion of children with leading external motivation also reaches a maximum (25 %).