PSYCHOLOGICAL BASIS OF ACADEMIC ACHIEVEMENT MOTIVATION

Abstract

Teaching university gradueates to obtain new knowledge by themselves is a major problem of higher education. This
article provides a brief review of historical and contemporary approaches to the study of motivation. The article deals with
the formation of academic achievement motivation based on the underlying psychological processes. The concepts of personal
determinants of "standard", "affective self-assessment", as well as the perception of "self-efficacy" and the goal are
discussed. The functional connection between the mechanisms of self-regulation - standards, affective self-assessment,
self-efficacy perceptions and goals - is revedaled.
The factors of self-efficacy perception influencing academic achievement motivation have been considered. Examples
of the factors that have a predominant influence on behavior motivation (cognitive complexity of tasks and feedback) are
provided. The task of self-motivation is described.
The methods and means of developing students' academic achievement motivation, which would help learners to motivate
themselves, manage thei psychic experience, and thereby maximize their potential, are suggested.