2021, Volume 1, Issue 2
Factors of future teachers’ motivation formation for the physical improvement
Anna Hakman1, Olena Andrieieva2, Vitalii Kashuba2, Halyna Bezverkhnia3, Viktoria Tsybulska4, Mykola Maievskyi4, Tetiana Osadchenko4, Andrii Semenov4, Olena Kljus5, Oksana Tsiuniak6, Nataliia Nikula1, Oleksandr Tomenko7
1Yuriy Fedkovych Chernivtsi National University
2National University of Physical Education and Sport of Ukraine
3 Lutsk National Technical University
4Pavlo Tychyna Uman State Pedagogical University
5Kamianets-Podilsky Ivan Ohienko National University
6Vasyl Stefanyk Precarpathian National University
7Sumy State Pedagogical University named after AS Makarenko
Author for correspondence: Anna Hakman; Yuriy Fedkovych Chernivtsi National University; email: email@example.com
Background: The article uses factor analysis to obtain an insight into the peculiarities of the motivation for physical improvement of students from the Faculty of Primary Education with different modes of attendance.
Material and methods: Analysis and synthesis of references, surveying, psychological testing, pedagogical experiment, and methods of mathematical statistics were applied. The study involved 173 female students (18–22 years of age) of pedagogical profile with full- and part-time attendance.
Results: The survey highlighted the motivational factors that affect the involvement of female students of pedagogical profile in physical improvement. The motivational factors for second- and fourth-year female students with full- and part-time attendance were emphasized separately. Based on the aforementioned data, factor analysis was conducted involving the abovementioned indicators.
Conclusions: The data of the conducted study on the involvement of female students from the Faculty of Primary Education indicate that second- and fourth-year full-time female students have the motivation for “acquiring knowledge” and that for “mastering a profession”. By contrast, second- and fourth-year part-time female students demonstrate the motivation for “mastering a profession”. For fourth-year full-time female students, the difference in the motivations for “acquiring knowledge” and “mastering a profession”.
Key words: motivation, future teachers, factors, physical improvement