PECULIARITIES OF MOTIVATION FOR STUDENTS’ CREATIVE ACTIVITY IN THE SYSTEM OF VOCATIONAL TRAINING AT HIGHE R EDUCATION INSTITUTIONS

Abstract

The article presents a theoretical substantiation and empirical study of the peculiarities of motivation for students’ creative activity within the system of vocational training under the conditions of higher education reform. A socio-philosophical and psychological-pedagogical analysis of the problem of the development of an individual’s creative activity is carried out. Results regarding the motivational profile and the structure of the leading motives for creativity were obtained. Within the hierarchy of creative activity motives among students, intrinsic motivation prevails over extrinsic motivation. The most significant motives for fostering creative activity are the striving for selfaffirmation and cognitive need. The aspiration for self-affirmation (especially in the form of striving for excellence) increases with the growing professionalism of a creative personality. The research results showed that the leading motivation for creativity is personal motivation of an independent nature (development motivation). Externally directed instrumental motivation, which contributes to satisfying such needs as fame, success, and material benefits – allowing creative individuals to simultaneously express themselves and receive recognition from others, impress others, and self-present – proved less significant for effective creative activity. The article examines the peculiarities of the development of motivation for students’ creative activity as an important integral characteristic of future specialists’ professionalism in the context of vocational education. It is concluded that, to support intrinsic motivation, which promotes creative activity, it is extremely important to provide opportunities for choice and autonomy, reduce control, and provide the information necessary for decision-making and task completion. A key condition for the manifestation of intrinsic motivation is supporting autonomy, that is, the subject’s desire to feel as the initiator of his or her activity.