Often success in learning is interpreted very simply - as a child's academic performance for the year, that is, success is the psychological name for academic performance. But is it really so? On the one hand, “progress” and “success” are words that are close in meaning. Success is a property that contains success. Achievement is the degree of success in learning, mastering knowledge.

Success is a property, and performance is a degree, an external indicator. At the moment, there are many doubts that this indicator really reflects a property that in the inner world of a person and his real external activity manifests itself, is experienced as success. But not every excellent student, that is, a successful student, is also a successful student and vice versa. Success includes a certain level performance, but not only her, and this performance is not in the first place. How can you interpret the educational success of a child? First of all, success is a qualitative assessment of the results of activities, which consists of objective performance and subjective attitude towards these results of the person himself. The latter is often forgotten, relegated to the background, and without the subjective experience of success there is no and cannot be success.

Maybe the child has achieved a lot, but at such a price that he feels unhappy and unsuccessful, and not successful and strong. Maybe he has advanced quite a bit (if you judge objectively), but for himself this overcoming, victory, and a sense of success overwhelms him. And perhaps he did not advance at all, but he did not lose either. And this is the subject of his pride. The subjective components of success are stable high self-esteem and satisfaction with oneself and one's activities. An unhappy, anxious, tormented by normative requirements and the expectations of others, an excellent student cannot be classified as a successful student. Studying does not bring him joy, satisfaction, a sense of uplift, all that is included in the concept of "success". An objective indicator of success - performance should not be interpreted primitively either. Performance indicators can be quantitative and qualitative, they should make it possible to evaluate the real achievements of the child in different coordinate systems - in comparison with himself, the educational group, some regional norm, standard, etc. What does it mean to be a successful student? Who can be called such? The one who wrote off his homework and got an A? Or someone who, honestly completing it, earned only a three?

A.S. Makarenko put forward the idea of ​​"tomorrow's joy", which embodied the prospects for the development of the team and the individual. The need to achieve success in education was pointed out by V.A. Sukhomlinsky, rightly believing that moral forces to overcome their weaknesses(including failure in one or another subject) the child draws from his successes. He introduced the metaphor "school of joy" into the pedagogical lexicon.

Of great interest is the educational system "School of Life", created by Sh. A. Amonashvili. He developed and implemented in his experimental school humane-personal technology, one of the elements of which was the creation of situations of success. In the 80s. 20th century a group of scientists headed by Professor A.S. Belkin, the concept of creating situations of success was proposed. He emphasized: “In the most ideal version, joy, or, more precisely, its expectation, should permeate the entire life and activity of a schoolchild. Success in learning is the only source of the child's inner strength, giving rise to energy to overcome difficulties, the desire to learn. The main purpose of the teacher's activity is to create a "success situation" for each pupil.

Thus, achievement motivation is one of the varieties of activity motivation associated with the individual's need to achieve success and avoid failure. Since the initially prevailing definition of the achievement motive as "the desire to increase the level of one's own capabilities" did not explain certain features of development, specific motivational variables were introduced that establish the relationship between activity and the achievement motive. This:
1) personal standards (assessment of the subjective probability of success, the subjective difficulty of the task, etc.);
2) the attractiveness of self-esteem (attractiveness for the individual of personal success or failure in this activity);
3) individual preferences for the type of attribution (attributing responsibility for success or failure to oneself or the surrounding circumstance).

High achievement motivation in children is formed only in those families where parents constantly increased the level of their requirements for children and at the same time unobtrusively provided them with help and support, and were also distinguished by warmth in communicating with them. And, conversely, in families where parents either ignored their children, were indifferent to them, or exercised directive guardianship, strict supervision over them, children, as a rule, became dominant in the desire to avoid failure and, as a result, a low level of motivation was formed in children. in general.

Thus, the achievement motive consists of two opposite motivational tendencies - striving for success and avoiding failure. A high level of achievement motivation means that the child is dominated by the desire for success; a low level of motivation, on the contrary, indicates that the desire to avoid failure dominates. When all students are given the same tasks of the same level of difficulty—as is often the case in schools—then individual students will not be able to learn how to choose the level of difficulty of the task that suits them. If failure causes a feeling of pain or embarrassment, then children will always be motivated to choose the easiest tasks for themselves. Teachers need to create learning situations where there is a choice, but at the same time minimize the consequences of this for the students themselves, so that they can learn to independently make a motivated choice of the degree of difficulty of the task.

The main types of activities in the life of any person can be a game, learning, work. In this classification, teaching is no longer a game, but closest to work, due to the need to maintain discipline, perform tasks and certain duties. Teaching at school is the main activity of the student, and his main goal is the successful assimilation of the knowledge and skills necessary for him to be able to use them in the future for himself, and therefore for society. Therefore, each student can be assessed by how he relates to learning and what his own goals and plans are.

A high level of learning motivation is necessary to achieve success in learning, and in this the contribution of motivation to the overall success of the student's activity can be considered on a par with the student's cognitive abilities. Sometimes a less capable student, but having high level motivation can achieve better results in studies, because they strive for this and devote more time and attention to learning. At the same time, a student who is not sufficiently motivated may have insignificant academic success, even despite his abilities. Motivation for learning can also be a good indicator of the level of mental well-being of the student, as well as an indicator of the level of his development. Often, the motives for teaching students can be very prosaic: to receive the desired gifts from parents, the praise of parents and teachers, the desire to become an excellent student, to stand out among comrades, etc. The formation of a student's motivation for learning should take place on the basis of a clearly set goal - getting a good education. Obviously, not every child early age understands that he studies, first of all, for himself, for his further achievements. Therefore, the goal of adults (parents, teachers and psychologists) is to help them realize this goal. The challenge for teachers is not only to help students succeed, but to help students believe that it is their own abilities and efforts that are the cause of that success. Here are some important ways teachers influence students' beliefs about what causes them to succeed and fail. This is, firstly, the feedback of the teacher with the students about the performance of a particular task, or the fact that the teacher tells the students how well their work was done; secondly, the non-verbal emotional reaction of the teacher to the student (for example, sympathy, anger, humility, surprise); thirdly, the subsequent behavior of the teacher in relation to the student (for example, providing assistance or assigning additional work). Teachers need to be aware of the information they convey to them, and especially to low-performing students, in their words and behavior, as they relate to the causes of student outcomes, as students use this information to make judgments about their abilities.

Among the psychological factors of successful learning, one can also include the ability to interact with people in joint activities with them, primarily with teachers and classmates, intellectual development and forcing learning activities as learning. All of these factors apply not only to the student, but also to the teacher.

What role does the teacher play in motivating students? What can a teacher do to improve it? First, the teacher may focus on learning, or the process of acquiring skills and knowledge, rather than the achievement, or product, or outcome of that process. Teachers should respond to the efforts of students, not just the results of their work. Getting students specific feedback from the teacher regarding the correctness of their performance of the task, and not just marks; a specific response to how children learn, and not to their personal characteristics and upbringing; reacting to how they learn, without reference to other students, all helps students focus on learning. Secondly, the teacher can increase the motivation of students by reducing the competition between them. The collaborative approach and the full mastery approach are ways to help students avoid negative inferences about the reasons for their activity as a result of comparing it with the activities of other students. Compared to the usual classroom approach to learning, learning in a collaborative structure and learning to mastery of the subject is more likely to give a sense of success to students who need it. Third, the teacher needs to help students evaluate their performance based on causal factors other than ability. This is important because ability judgments are linked to self-esteem and self-confidence, with negative judgments having the most detrimental effect on a student's desire to try to do well. Fourth, the teacher should strive to set realistic goals in order to increase the likelihood of success and the students' personal assessment of their abilities. Fifth, teachers need to constantly monitor the information they send to students about the reasons for academic failure, and accordingly modify their statements for the purpose of feedback to students. Audio and video recordings can be very helpful in this regard. Teachers should be vigilant about whether and how they convey information to students about what they consider to be incapable, and should try to change such expressions and the manner in which they convey it. Sixth, teachers themselves need to avoid learned helplessness as a result of their perceived failures and frustrations experienced in the classroom. So, achievement motivation is expressed in the need to overcome obstacles and achieve high performance in work, improve oneself, compete with others and get ahead of them, realize one's talents and thereby increase self-esteem. A person has two different motives that are functionally related to activities aimed at achieving success: the expectation of success and the desire to avoid failure. Students who are motivated to achieve success clearly show their aspirations, choose means and prefer actions aimed at achieving the set goal. They expect to receive recognition for their efforts, and the work associated with this makes them positive emotions(anticipatory and ascertaining character). They are also characterized by the full mobilization of their resources and concentrated attention, the desire to consolidate success. Students who are motivated to succeed are more persistent in achieving their goals. If there is a choice, then they prefer tasks of medium or slightly increased difficulty, and students who are afraid of being in an unpleasant situation are the easiest. For a student striving for success, the attractiveness of any task, interest in it after failure in its solution increases, and for a student focused on failure, it decreases. By creating situations of success, the teacher actualizes in the structure of the need-motivational sphere of the student's personality the dispositions for achieving success in any activity, and, above all, in educational and cognitive activity. The actualization of these dispositions leads to a change in the student's perception of educational and any other life situation. His attention in this case becomes selective, and he himself can biasedly perceive and evaluate the motivations for achieving success. Thus, we conclude that there is a relationship between success in learning and achievement motivation.

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The article traces the analysis of the component composition of the concept of "success in learning". The cases of mentioning this concept or ideas related to this problem in the works of thinkers and scientists from the period of antiquity to the present are considered, which allows us to define as prerequisites for the appearance this concept and give its essential characterization.

Key words: learning, success, success in learning.

Components of the notion “success in studying”

O.S. Raskovalova, post-graduate student of Shadrinsk State Pedagogical University, Kamensk-Uralsky

The article is tracing the analysis of the components of the notion “success in studying”. There have been introduced some examples of mentioning this expression and ideas connected with this problem in sophists’ and scholars’ works from the ancient times until the modern age. This enables to determine the prerequisites of the appearance of this term as well as gives the essence characteristics.

Key words: education, success, success in studying.

The concept of "success" is interdisciplinary. It is reflected in psychological research, pedagogical and philosophical. The definition of success depends on the field of activity in which it is achieved and therefore its definition is always dynamic. At the same time, despite the different approaches to its formulation, success can be represented as a single concept by analyzing all its components.

The concept of “success” first appeared in psychology, in the works of B.G. Ananiev, who used it in relation to taking into account the pace, tension, individual originality (style) of educational work, the degree of diligence and efforts that the student makes to achieve certain achievements.

However, to say that scientists began to talk about "success" only in the 20th century. it would be wrong, because thinkers and scientists have been talking about the individual components of this phenomenon since antiquity, denoting it with the concept of “success”.

Thus, Aristotle said that those who enjoy their occupation achieve success in their work: “Activity, of course, is facilitated by the pleasure associated with it, for those who enjoy it, better judge each [subject] and more subtly understand [in case]; thus, those who enjoy the study of geometry become geometers, and they better understand every particular; accordingly, those who love to sing or build, and any other masters achieve success in their own business, if they enjoy it.

Speaking about the attitude of the student, the Pythagoreans noted the presence of good will for study: “The Pythagoreans said that any study of the sciences and arts is correct and achieves the goal, if done voluntarily, but if under duress, then it is weak and unsuccessful” .

The ancient period was the birth of many sciences and therefore did not yet impose serious requirements and did not require continuous training, therefore the main goal of training was the learning process itself. Accordingly, one who enjoyed the learning process itself and had a good will to gain knowledge could become successful in learning.

During the Middle Ages, the main criterion for success was the achievement of virtue and a correct understanding of the Bible. Success in personal development was considered not only to have knowledge applicable in the profession and life, but above all, the development of virtue in oneself. During this period, the essence of the concept of "success in learning" changes and instead of one pleasure and joy from learning comes an understanding of the need to be able to set yourself up for hard work. The focus is not only the acquisition of knowledge in the learning process, but also the acquisition of such personality traits as humility, devotion to God, purity of soul, self-denial. The learning process was aimed at helping the student to acquire these virtues and the key to their acquisition was a laborious learning process that required effort and discipline from the student.

Along with this, the education of desire and good will in the student was also welcomed. So, Hugo Saint-Victorsky in his work "Seven books of edifying education, or Didascalon" emphasized the diligence of students, as a sure condition for achieving success in learning:

“The diligence of the student is no less necessary than the teaching itself. And if anyone wishes to understand what the ancients achieved thanks to the love of wisdom and how much they left to posterity as a memory of their valor, then it will become clear to him that his own zeal, no matter how great, will still turn out to be less than theirs. After all, they neglected honors, and refused riches, and found pleasure in the offenses inflicted on them, and were not afraid of punishments, and some moved away from people and settled in secluded monasteries and deserts, devoting themselves to philosophy alone, in order to gain greater freedom by contemplating it, thanks to which the spirit becomes immune to all those passions that usually lead astray from the virtuous path. Consequently, diligence was considered an important virtue, without which the achievement of success was considered doubtful. Similarly, diligence was an important quality for acquiring humility, as the achievement of an important virtue, the presence of which already meant success in personal development.

Also in the Middle Ages, the most important thing was to teach Holy Scripture and its correct understanding. Therefore, the teacher needed to teach the faith and help the students to come to a correct understanding of Christianity. Augustine, in The Teaching of the Announcers, said that it is important to teach students what he himself felt and learned. “I want my listener to understand everything that I understood, and I feel that it is not for my words to achieve this speech. And the main reason for this is that understanding illuminates the soul like a flash of lightning, and speech, long and slow, does not correspond to thought. In reality, we are listened to much more willingly when we ourselves are carried away by the learning process; our joy colors the entire verbal fabric of our speech: it is easier for us to speak, we are better perceived. Whatever you tell, tell it in such a way that the one to whom you address, listening, believes; believing, hoping; hopefully loved. Often the Lord shows his mercy through a catechist: touched by his speech, a person will really want to become what he previously decided only to pretend to be. When this desire begins to arise in him, then we will consider that he has come.

Thus, during the Middle Ages, the formation of a student's desire to study the subject and diligence became important components of success in learning.

During the Renaissance, education began to focus more on a person and his qualities than on serving God as in the Middle Ages. During this period, teachers began to pay more attention to the personality of the student and tried to study those personality traits that can help the student in the study of science. Likewise, educators began to believe that personal qualities are the key to a correct understanding in the learning process and that the study of sciences without the presence of important personality traits, such as virtue, personality maturity, cannot be effective. M.

Montaigne in his writings said that success lies not so much in the acquisition of knowledge, but in a spiritually developed personality, and only in this case can these sciences be reasonably applied. “After the young man is explained what, in fact, he needs in order to become better and more reasonable, he should be introduced to the basics of logic, physics, geometry and rhetoric: and whichever of these sciences he chooses, since his mind by this time it will be already developed - it will quickly achieve success in it. Therefore, we can conclude that reasonableness and readiness for personal learning are the components of success, without which the study of other disciplines cannot be effective.

Tommaso Campanella believed that a detailed study of any one subject is pointless, because. it cannot develop the human personality and does not give wisdom. “For this kind of wisdom, only slavish memory and labor are needed, from which a person becomes inert, for he is engaged in the study of not the subject itself, but only book words, and humiliates the soul, studying the dead signs of things; ... ". He considered important the student's acquaintance with all areas of knowledge.

Therefore, when talking about success in learning during the Renaissance, they talked about spiritual development personality and its all-round development.

The period of modern times was marked by a change in views on learning. The social and economic changes that took place during this period, together with the development of technology and industry, required a person to be oriented towards acquiring new knowledge. Knowledge has become an important element of development, it has allowed a person to change his life and make his contribution to science.

So, A.K. Markova considered an important factor in the development of new knowledge, the presence of motivation, which should be a personal quality of the student, and not a necessity imposed from the outside, most often incomprehensible to the student: “Formation is also misunderstood as the transfer by the teacher to the head of the student of ready-made motives and goals of learning from the outside. In fact, the formation of learning motives is the creation in the school of conditions for the appearance of internal motives (motives, goals, emotions) for learning, their awareness by the student and further self-development of his motivational sphere. At the same time, the teacher does not take the position of a cold-blooded observer of how the motivational sphere of students spontaneously develops and develops, but stimulates its development with a system of psychologically thought-out methods.

Also A.K. Markova talked about how success affects the level of personal claims. Experiencing success, the student feels ready to perform more difficult tasks than the one who failed. "Reception" choice of easy or difficult tasks after the correct (incorrect) solution of the previous task. In psychology, it is recognized that it is typical to increase the level of a child's aspirations and, accordingly, the level of difficulty of the chosen tasks after success and their decrease after failure. The difference between the achievement and the child's claims for further achievement is called the target discrepancy. When performing this task, there may be options when children explain their successes and failures either by objective circumstances, or by their ability or inability. She came to the conclusion that the level of aspirations determines the student's willingness to solve more challenging tasks, which in itself contributes to a more effective assimilation of the material and expands knowledge.

Thus, one cannot speak of success in learning if the student does not have developed motivation and does not have personal claims to achieve success.

S. D. Smirnov in his book “ experimental psychology” describes the level of claims as follows: “... the level of claims is formed in the process of a specific activity. In the formation of the level of claims essential role self-assessment and emotionally experienced success or failure to achieve goals play a role: the level of claims is an important formation of the personality, the activity of the subject, the level of difficulty of the chosen goals, the complex structure of his affective life are associated with it. Group experimental studies at Levin's school was aimed at exploring the possibility of retention and restoration of motivation for activity. Therefore, we can say that the high level of ambition caused by a period of success has a serious impact on the learning process and contributes to a better perception of the material.

A.S. Belkin defined “success” as “... the experience of a state of joy, satisfaction from the fact that the result that a person aspired to in his activity either coincided with his expectations, hopes (with the level of claims), or exceeded them. On the basis of this state, stable feelings of satisfaction can be formed, new, stronger motives for activity are formed, the level of self-esteem, self-esteem changes. In the case when success becomes stable, constant, a kind of chain reaction can begin, releasing huge, hidden for the time being, possibilities of the individual, carrying an inexhaustible charge of human spiritual energy. Thus, we can say that success is, first of all, the joy of realizing one's achievements, which in itself is a powerful motivating element in the learning process. Thus, the presence of positive emotions associated with the study of the subject greatly increases the chances of success in this subject.

M. N. Gaponenko paid attention to self-esteem and success: “Thus, a person’s satisfaction or dissatisfaction with himself, with his activity, resulting from success or failure, is interconnected with the level of self-esteem. Self-esteem is one of the mechanisms of self-consciousness, and the development of self-consciousness "leads" the development of conscious self-regulation, as a mechanism "through which the centralizing, guiding and activating position of the subject is provided." The higher the level of self-consciousness, the more self-control and reflection are developed in an individual. The process of making sense own life largely determined by the process of taking responsibility for how life develops. This is due to the fact that a person's subjective experience of the existence of the meaning of life, which is an indicator of a self-actualizing personality, is primarily due to his awareness of responsibility for the results of his activities. The setting of new goals, the choice of perspectives and attitude towards oneself depend on how a person evaluates the results of his activity. A high level of conscious self-regulation is accompanied by the development of positive characteristics of self-consciousness (high self-esteem, confidence in one's life perspective, high need for knowledge, perseverance in achieving a goal, desire for self-actualization), as well as the general integration of self-consciousness. Thus, it can be said that success gives a sense of self-confidence and high self-esteem, which are extremely necessary components for an individual in the process of education and goal setting.

Thus, the analysis showed that thinkers and scientists have always paid close attention to the effectiveness of the learning process and searched for factors and conditions for students to achieve success in learning.

As a result, pedagogical thought came to the emergence of the concept of "success in learning", and the concepts of "academic progress" and "learning achievement" began to correlate with the concepts of "effectiveness" and "efficiency". And the concept of "success in learning" was transformed into the concept of "success in learning", which is understood as "high academic performance of students, defined as the degree of coincidence of real and planned results of educational activities" . Success in learning can be interpreted as complete or exceeding the expectation of achieving the goals of the student, which ensures the development of the student to move to higher levels of learning and self-development as an internally conditioned change in personal qualities. Training is recognized as successful if, firstly, it allows you to achieve the specified standards determined by the goals and objectives of training, that is, to achieve a certain, predetermined result. And, secondly, if this result is achieved in the most rational way, namely, with less time and labor resources.

Thus, the basic components of success in training can be considered:

Awareness by students of their achievements and a sense of joy from achieving success, which motivates the student to new achievements and develops self-confidence;

Getting pleasure from the learning process itself and the presence of good will to gain knowledge;

The student's desire to study the subject and diligence;

The presence of motivation and personal claims to achieve success;

Obtaining positive emotions associated with the study of the subject;

Feeling of self-confidence and high self-esteem.

Bibliography

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Achieving success in life is a conscious goal of any person, but filling the content of an individual understanding of success does not always meet the requirements of society for its citizens, disagreements in the individual and social understanding of success for the younger generation are especially characteristic.

At the same time, in the psychological, pedagogical and sociological literature there is no clear definition of the concept of "socio-pedagogical success" and, accordingly, the question of how to form it in the course of the educational process remains open, which is expressed in the existence of a number of contradictions that determine the relevance of the designated topic:

1. between the need for pedagogical practice to help schoolchildren achieve success and the lack of developed methods and programs for such assistance;
2. between active reform modern learning and the uncertainty of the pedagogical conditions of its influence on the formation of the socio-pedagogical success of students.

These contradictions determined the choice Problems research: under what pedagogical conditions will schoolchildren's education be a factor in the formation of their socio-pedagogical success?

This problem has caused target of our research is to identify and substantiate a set of pedagogical conditions under which learning junior schoolchildren will influence the formation of their socio-pedagogical success.

Object of study is the success and success of the younger student as a socio-pedagogical problem.

Subject of research are the conditions for the formation of the success of a younger student.

The research is based on hypothesis, according to which the formation of the socio-pedagogical success of younger students by means of education will be effective if:

• students realize the importance of success and success;
• work on the formation of success is carried out systematically and consistently.

In accordance with the purpose, object and subject of the study, its tasks:

1. Substantiate the essence of the concept of "socio-pedagogical success" and identify the conditions that affect its formation.
2. To identify the conditions for the formation of the socio-pedagogical success of schoolchildren by means of teaching.
3. Determine the opportunities for teaching younger students in the formation of their socio-pedagogical success.
4. To develop a program for the formation of the socio-pedagogical success of schoolchildren through their education.

Methods scientific research: analysis of psychological and pedagogical literature on the problem, systematization, summarizing.

Chapter 1 The Success and Success of a Junior School Student as a Social and Pedagogical Problem

1.1 The concept of socio-pedagogical success

Russian society has entered a period of its development when there has been an unconscious rethinking by many, but painful in general, of the priorities in the general direction of the motivations of the individual. The focus of "improve yourself to be a useful member of society" was replaced by an orientation under the motto: "improve yourself to be successful in society." The very content of the concept of success has changed. The need to increase the competitiveness of everyone in the face of strict demands modern society to adequate social adaptability of the individual, to its adaptation in the broad sense of the word, to its functional capabilities - this is an everyday reality, a given parameter of modern civilization.

In the dictionary of the Russian language SI. Ozhegov, the word "success" is considered in three meanings: as luck in achieving something; as public recognition and as good results in work, study, and other types of socially useful activities. They say about the success of a person when they recognize his success, good luck in achieving what he wants. Consequently, success can be spoken of as a social quality, since success is assessed by people and myself a person, based on modern social norms, values, customs. Success can be called one of the social parameters of a person, a kind of indicator of a person's social status. Success is realized by a person in the process of acquiring social experience and is achieved by him through the efforts and efforts made.

In the pedagogical aspect, success is understood as a quality inherent in a person who has achieved success in the process of education and training. This may be the success of the child in learning, and the success of the teacher in teaching pupils, and the success of parents in raising children.

With regard to primary school age, the success of upbringing and education can be spoken of as a certain achievement (achievements) of the child in socially significant activities (study) and his recognition by other participants in the educational process (teachers, parents, reference group). At the same time, it is impossible not to consider the success of adults in the process of teaching and raising a child, since in pedagogical process the success of its participants is interconnected and interdependent.

We have identified the following points of success:

1. Success is a social quality of a person, reflecting the degree of assimilation of the system of modern social norms, values, customs. With regard to a younger student, success is an integrative, socially and personally recognized socio-pedagogical characteristic of his personality.
2. The socio-pedagogical conditions for the success of teaching and educating younger students are the most important institutions and sources of socialization, which should be comprehensively taken into account in the pedagogical process (family, teaching and student staff, peers, social environment, etc.); their interaction and mutual influence is realized in a specific situation of school success/failure of a younger student.
3. The leading goal of the elementary school is to form an attitude and provide conditions for the child to achieve success in learning, to overcome various complexes and fears determined by failures in learning. various fields his life (school, family, free time). The means of achieving this goal is the construction and implementation of a multifactorial model of successful socialization of a younger student.
4. The personality of a successful junior student is characterized by:

• high motivation; interest in learning; the formation of knowledge, skills and abilities, a creative approach to their assimilation; diligence;
• manifestation of curiosity various areas knowledge, interest in extracurricular and extracurricular activities;
• adequate self-esteem and positive status in the team;
• the ability to adequately evaluate the results of their activities and give an objective assessment of the work of other children;
• the ability to rejoice in their achievements, experience failures and empathize with classmates;
• the ability to introspection and the desire to understand the motives of the actions of others.

1. Development of success as a social quality of a child's personality

   Determines its subjective position in the educational process:

   Makes efforts for new achievements interest in their school success, as well as success, junior schoolchildren in the educational and extracurricular activities leads to positive results in communication with adults: the child accepts and fulfills the requirements of teachers and parents. This is manifested in the general positive attitude of the child to the process of education and upbringing, as well as in the observance of the rules of conduct, communication norms, daily routine at school and at home. At the same time, it is necessary to comply with a number of conditions, such as reality, optimality, accessibility, awareness of achievements, and the child's motivation for success.

2. Specialists of the socio-pedagogical service of the school, interacting with other participants in the educational process, provide conditions for the success of training, education and social development a child of primary school age, not only at school, but also outside it. The main tasks of the socio-pedagogical service of the school: to convey to the adult participants in the educational process the importance of the success of the initial stage of education; direct the efforts of teachers, parents, and other adults to educate the child in such qualities as love of life, optimism, the ability to be happy, not to become discouraged in case of failures, etc .; assess the real and potential opportunities of the child himself, as well as the school and family to achieve success in the educational process. At the same time, the “teacher-student” scheme, characteristic of the traditional pedagogical paradigm, is replaced by a more complex positional scheme: the student becomes the center of interaction in a system whose necessary elements are not only teachers and classroom teacher, but also other specialists of the school, the main role among which belongs to the social pedagogue.

To achieve success in life, it is very important to understand three things: the first is that each person forms his own life, his circle of friends, his goals and his past, present and future with his thoughts, words and actions. The second is that each person is responsible for his own destiny and his actions. Thirdly, every event in life is in itself neutral and non-random, but the decisive factor for the fate of a person is his personal, subjective attitude to what is happening, his assessment of the event, on which the quality of life and the actual fate of a person depend.

1.2 Signs and criteria of socio-pedagogical success

A sign of the success of the process of socialization of a younger student is his social activity. We perceive the definition of social activity as a phenomenon, state and relationship of the subject to the phenomena of the social world.

We consider social and pedagogical activity as a sign of the quality of communicative interaction in the unity of its two components: the first is external (behavioral), manifested in initiative, socially oriented actions and deeds, it is a means of self-realization, revealing the essential qualities of a person; the second - internal (motivational) is the result of personality development, reflects its socio-pedagogical abilities, value judgments and social needs, assists in the full realization of its socio-pedagogical potential.

Based on the understanding of socialization as a process of self-improvement by the child of his social experience, we have identified the following criteria for social experience:

• meaningful - expressed through the material and cultural content;
• activity of the child and is manifested in his ideas about the main life values;
• positional-evaluative - expressed through the tendency of manifestation of individuality, personal activity, reflexive position of the younger student;
• functional - is determined by how the internal features of self-esteem, the ratio of ideas about the main life values ​​are transformed into one or another psychological basis of social activity.

In the essential characteristic of school interaction, the following features are defined: social (on a substantial basis), integrated (joint actions of the teacher and parents in the course of their activities and communication), open (by the nature of the interaction of the individual with the outside world), value-educational (by the nature of the relationship personality to reality), developing and purposeful.

Thus, it can be concluded that in the conditions of the personal-value educational environment of school interaction, younger students have an increased interest in socially significant activities, an increase in the level of communication skills, the ability to manage their own emotions and feelings is formed, the ability to analyze and critically evaluate their own actions, to join in interaction with classmates, the teacher, in children the formation of their social experience.

One of the conditions for the formation of the success of a younger student is the systematic and consistent interaction between the teacher and the student, presented in the Five Steps to Success program.

Chapter 2 primary school

"Five steps to success"

2.1 Explanatory note

Primary school age is a special period in a child's life that requires constant attention from adults (parents, teachers, school psychologists).

As practice shows, it is not the lack of ability to master a particular subject that most often prevents a child from learning. Basically, the causes of educational difficulties are associated with the inability to learn (the student cannot organize his educational work in such a way as to work effectively without getting tired, without expending excessive effort), with a lack of interest in learning, with self-doubt.

The most important priority is the formation of general educational skills, the level of development of which largely determines the success of all subsequent training.

That is why the program for the formation of educational and cognitive success of the junior schoolchild "Five Steps to Success" was developed, which is a comprehensive support for the child in the educational process.

2.2 Structure and content of the Five Steps to Success program

To help elementary school students feel comfortable, to release their intellectual, personal, physical resources for successful learning and full development, the teacher needs to:

• know the features individual development each child, his capabilities, needs and build the educational process in accordance with them;
• help students develop the necessary skills to successfully learn and communicate

Purpose of the program: to create pedagogical and socio-psychological conditions for younger students, allowing them to develop and function as active independent subjects of the educational process; teach them to be successful not only in school, but also in life.

The scientific basis of the program was the concept of Pedagogy of Success, developed by Professor, Doctor of Pedagogical Sciences E.I. Kazakova; the concept of cooperation pedagogy of the German psychologist Heinz Heckhausen; humane-personal technology Sh.A. Amonashvili; problem learning technology; prospective-anticipatory learning S.N. Lysenkova; technology based on the activation and intensification of the activities of students V.F. Shatalov; personality-oriented technology I.S. Yakimanskaya; developmental learning technologies L.V. Zankova, D.B. Elkonina, V.V. Davydov.

The program is presented step by step - step by step, each step is a series of lessons.

1 step: "Portrait of success"(a conversation about who can be considered successful, my meeting with a successful person, is it possible to achieve success in short term how to draw up a program to achieve success, drawing up a formula for success);

Step 2: "Perspective"(methods for studying the level of self-esteem, the formation of reflective self-esteem, game training "My mirrors");

Step 3: "Study is fun!"(active forms of training sessions, methods and pedagogical techniques to stimulate cognitive interest in the educational process, the formation of positive motivation with a stable structure);

Step 4: "Secrets of successful study"(practical exercises, memos aimed at teaching the methods of active mental processing of the material and the development of general educational skills, preventing learning difficulties; conversations, workshops, exercises, role-playing games aimed at teaching the basics of self-organization, developing self-confidence for successful learning and self-development, mastering the elements of NOT, which help students overcome difficulties in learning and behavior, the formation of reflective self-esteem, the education of a culture of mental processes).

Step 5: "Portfolio of my success" ( compiling the approximate content of the portfolio of educational achievements)

The implementation of this program will contribute to the formation of the success of elementary school students.

Conclusion

Primary school is the foundation of further education, and the fate of a person largely depends on the success of this period, his professional career acquires social meaning, therefore the problem of the success of teaching and educating younger students is the main problem of primary education. While the traditions of the world and national pedagogy they are oriented to ensure that there are no losers in primary school, and the unwritten law of primary education says that a younger student should learn from success, up to 30% of primary school graduates are potential losers in life. Over the past decade, the number of children who feel inferior and insecure due to school problems already in grades 1-4 has increased by almost 10 times, the number of primary school students who are anxious about learning and the teacher has increased 8 times. More than half of primary school students experience fear of a situation of knowledge testing, deeply experience various school troubles; a third of children experience the frustration of the need to achieve success, being unsure of themselves, their strengths and capabilities.

The number of children who experience fear of physical violence is about 70%, and almost 50% experience problems in communicating with their peers. In 20% -60% of children of primary school age, a high level of violation of the body's adaptive systems was revealed, the immune system in 70-80% of cases it functions in the mode of overvoltage and maladaptation. This points to serious shortcomings in primary education, unresolved, first of all, problems of a socio-pedagogical nature.

Adult participants in the educational process are not fully aware of the importance of the child's personal success in the educational process: the number of parents who consider their children "little losers" reaches 33%.

If the "teacher-student" scheme is replaced by a more complex positional scheme, then a multi-element model is created, all parts of which "work" for the success of a small student, while he is the center of interaction of the system. Necessary elements of such a system are not only teachers and the class teacher, but also other school specialists. The formation of professional and personal qualities of a teacher of primary education will solve the problem of the success of teaching and educating younger students, as well as create a situation of success or bring it as close as possible for each participant in the educational process.

Bibliography:

1. Abramova G.S. Developmental psychology: Proc. Allowance for student universities. - 4th ed., stereotype. - M.: Publishing Center "Academy". 1999. 672p.
2. Vygotsky L.S. Pedagogical psychology. Under. Ed. V.V. Davydov. - M.: Pedagogy, 1991. - 480s.
3. Glasser W. School without losers.17‑18p.
4. Ozhegov S.I. Dictionary, Moscow "Russian language", 686 p.

graduate work

1.2 Learning success: concept and content

The practice of the school has long proved that every student who does not have any organic defects can acquire knowledge in the scope of the school curriculum, but not in all cases it is possible to achieve required level assimilation and some students hardly learn the educational material.

An analysis of the scientific and pedagogical literature, various scientific theories, approaches and concepts showed that the concept of "learning success" is extremely rare and is considered by scientists in two main directions. The first can be designated as psychological or psychological-pedagogical, where the concepts of "success" and "success" are defined as a special emotional state of the student, which expresses his personal attitude (experience) to the activity or its results (Kazakova E.I., Polyakov S.D. ., Serikov V.V., Shchurkova N.E., and others).

The second direction is connected with the consideration of the success of training in terms of the problem of effectiveness and efficiency of training, as well as the success of training appears in the context of indicators of the quality of education (Babansky Yu.K., Davydov V.V., Kirillova G.D., Kraevsky V.V., Lerner I.Ya. and others). The effectiveness of teaching is traditionally defined in the form of various features that characterize the degree to which the teacher achieves the goals set in the learning process.

The problem of academic performance is very complex, its study involves many different approaches, but all of them are grouped around two main aspects of the problem:

1) how the teacher teaches;

2) how the student learns and how his development is carried out.

Specialists from various branches of pedagogical science paid primary attention to one or the other side of this problem. So, didacts make the main object of study pedagogical conditions, features of the educational process that contribute to overcoming poor progress. Psychologists, on the other hand, direct attention to the study of the personality characteristics of underachieving students, manifested in the process of learning, to identifying the originality of the very process of their educational activity. The question - what are the typical combinations of characteristics of schoolchildren that determine the nature of poor progress - is answered by psychological studies. The didactic basis for such studies is contained in the work of A. M. Gelmont. This work provides a differentiated analysis of school failure and its causes. One of the criteria set by Gelmont A.M. The basis of the differentiation of academic failure is psychological in nature - it is the degree of ease (or difficulty) of overcoming a negative phenomenon. The most important are the reasons depending on the student:

• poor preparedness and significant gaps in knowledge;

a negative attitude towards teaching;

Lack of habit to organized work, insufficient level of general development.

Gelmont A.M. indicates how closely intertwined reasons depend on the teacher and student, and how prolonged poor progress causes moral and mental trauma in the student, gives rise to disbelief in one's own strength.

Samokhvalova V.I. identifies three indicators on the basis of which differences in the behavior of children and the characteristics of their personality can be considered:

1) attitude to teaching;

2) organization of educational work;

3) mastering knowledge and skills.

These indicators can manifest themselves in different ways in children with the same academic performance, tk. there are no unambiguous relationships between the degree of success in learning and attitudes towards learning. When characterizing groups of children with the same performance, one can single out any one group of traits that determines everything else.

In her works, Volokitina M.N. based on students' attitudes towards learning. She believes that students with a highly developed sense of student duty compensate for learning difficulties with diligence. Students who formally belong to training sessions are convinced of the inability to resolve their problems.

It retains its value introduced by Vygotsky L.S. the concept of "zone of proximal development", which means the mental capabilities of students, realized in cooperation with adults, with their help.

In studies on the psychology of learning, aimed at analyzing the characteristics of learning, two tasks are combined:

1) finding out how, in what ways schoolchildren independently “extract” new knowledge;

2) establishing the types of assistance that are necessary so that the student can successfully complete the task.

In other words, the learning process is mediated individually by the psychological abilities of the student, and also due to what and how the student is taught.

Leitis N.S. introduced the concept psychological components assimilation”, by which he understood the related multifaceted aspects of the psyche of students, without the activation and appropriate direction of which learning does not achieve the goal. These components include:

Positive attitude of students to learning;

Processes of direct sensory familiarization with the material;

The process of thinking as a process of active processing of the received material;

The process of storing and storing received and processed information.

Many psychologists, analyzing the learning process, note that it is an insufficiently controlled process. One of the possible ways to make learning a controlled process is a special organization of the process of assimilation as a given process. The most developed in this direction is the training system based on the theory phased formation mental actions Galperin P.Ya. According to this theory, the processes of internalization of actions are carried out - the gradual transformation of external actions into internal, mental ones. Accordingly, the learning process is built. The search for other possibilities for managing the learning process is associated with the development of the psychological foundations of programmed learning (Landa LN and others). Programmed learning involves such an organization of learning, when the student cannot take the next “step” in mastering without mastering the previous ones. The student constantly gives information about how he learns the material. Feedback is valid all the time and allows you to adjust the process in accordance with the individual characteristics of assimilation, the activity of each student is ensured. Each student learns at the pace, rhythm, style that is optimal for him.

VV Davydov considers the theoretical attitude to reality and the corresponding methods of orientation to be a specific need and motive for the student's educational activity. Putting a learning task in front of a schoolchild means introducing him into a situation that requires orientation towards a meaningfully general way of solving it in all possible particular and specific variants of conditions. One of the significant components of educational activity is a system of special actions for solving problems. He singles out the following learning actions, which, depending on the specific conditions of their implementation, correspond to operations:

1) transformation of the situation to reveal the general relation of the system under consideration;

2) modeling of the selected relationship in graphical and symbolic form;

3) transformation of the relationship model to study its properties in a "pure form";

4) selection and construction of a series of particular concrete practical

tasks born in a common way;

5) control over the implementation of previous actions;

6) assessment of the assimilation of the general method as a result of solving this educational problem.

The formation of full-fledged educational activity in younger schoolchildren can occur only on the basis of a certain principle of unfolding the material, adequate to meaningful generalization, which is determined by the theoretical forms of social consciousness and the requirements of spiritual production. At present, this is feasible only under specially organized experimental conditions.

At the end of the 50s, Elkonin D.P. put forward a general hypothesis about the structure of educational activity, about its significance in the mental development of the child. Elkonin D.P. singled out 2 types of leading activity: activity in the "child-public object" system and activity in the "child-adult" system, where goals, motives of activity, and norms of human relationships are assimilated. Learning activity refers to a group of activities where the assimilation of the developed methods of actions with objects and standards that highlight certain aspects of them in the subject takes place. The peculiarity of educational activity is that its result is a change in the student himself, and the content of educational activity lies in the mastery of generalized methods of action in the field of scientific concepts. The nature of the assimilated content is an external form of existence of reality independent of the subject, which has an impact on his mental development. Such structural components as a learning task, learning activities and operations, learning activities of control and evaluation were singled out.

The next stage in the study of educational activity consists in the close attention of researchers to neoplasms, each of which is a new type of child's attitude to different aspects of the surrounding reality. These are the following types of neoplasms:

1) a new type of child's attitude to the subject being studied, which manifests itself in the ability to isolate parameters in it;

2) a new type of child's attitude to his own activity - arbitrariness (self-regulation),

3) a new type of attitude towards their activities as a joint one.

The implementation of relatively simple and elementary forms of self-control that accompanies subject transformations is an important condition for the formation of independent learning activities to manage one's behavior.

The works carried out by N.F. Dobrynin show that the general significance of the knowledge gained at school gradually turns into their personal significance for students, associated with the needs, interests and beliefs of the individual. As a result, this knowledge becomes more and more effective. Only properly organized education, devoid of formalism, leads students to a more complete understanding of the significance of the knowledge they receive and thereby prepares them for participation in life. His research shows that when the objective significance of knowledge, skills and abilities is really understood by students, becomes clear to them, arouses a positive attitude and interest in them, then this knowledge is acquired more successfully.

Features of the mental development and learning ability of the student in each period of school childhood only partially and temporarily reveal the formation of his abilities. Learning ability in children directly characterizes only learning abilities.

Leites believes that one cannot simply equate learning (or mental development) and ability. In school years, one can talk about certain prerequisites for abilities that affect learning.

Thus, the analysis of studies on the psychological problems of educational success shows that a lot has been done on the way to solving these problems. However, there are still many questions about the reasons for the difficulties in learning. A more in-depth study of the characteristics of the student's personality is needed, helping him to eliminate difficulties and successfully master the school curriculum.

Of particular interest is the concept of "learning". The main indicator of learning is the "rate of advancement". According to Menchinskaya N.A. and its employees learn faster those students whose level of development is higher. During age development there are qualitative changes in mental capabilities associated with the limitation of some mental merits of previous age periods. Learning ability of children directly characterizes only learning abilities. The assimilation of the same material by each student occurs differently, and, therefore, requires different pedagogical efforts, depending on the level and originality of the child's development. It is not always easy to understand the reason for learning failures, but it is necessary to know it. Children should be approached as constantly evolving, changing individuals. Since some children very early show general abilities or special abilities for any type of activity, everything possible must be done to make it interesting for such a child to study at school, so that it is at school that they receive further development his abilities. Self-assessment of students' abilities in the process of schooling is their awareness of their success in mastering the material of one or another subject. Depending on whether the younger student considers himself capable of mastering school subjects, he develops a certain attitude towards himself: faith in his intellectual abilities is strengthened or lost.

In practice school life the teacher at every step has to deal with negative emotional reactions of students to grades, comments, demands, difficulties in academic work. Often the teacher does not understand the source of these reactions, and these reactions are, on the one hand, an indicator of some kind of trouble in the upbringing of the child, on the other hand, they themselves influence the child's attitude to learning, to school, to the teacher, to the formation of his views and interests on the formation of his personality. These reactions can be of different depth and strength, different duration.

Slavina L.A. and Bozhovich L.I. came to the conclusion that the child does not accept the requirements of adults because these requirements do not have a true meaning for him, they even have a different, directly opposite meaning. Such a phenomenon was conditionally named Slavina L.A. "meaning barrier".

The reactions of students are determined not only by the objective fairness or unfairness of the teacher's actions, but also by some internal mental characteristics of the student associated with his self-esteem and attitude towards himself.

Slavina L.S. believes that the difference in performance could be eliminated if teachers took into account individual characteristics their students and carried out an individual approach to them. Different students fail for different reasons. For some, the main reason for failure is associated with an incorrectly formed attitude to learning, for others, the cause of failure is the difficulty in mastering the material, for others, incorrect mastery of the methods of educational activity. There are students whose success is significantly reduced due to the fact that they do not have developed learning interests. It is even more common that the initial cause that caused the failure of a given student is superimposed by new secondary phenomena that have occurred as a result of the failure that has already appeared.

It can be concluded that in order for students to become successful in learning, a new factor is needed. We propose to take the adequate self-assessment of schoolchildren as this factor.

So, the work of Serebryakova E.A. is devoted to the role of self-esteem in the formation of confidence and insecurity of a schoolchild in their knowledge and in their abilities. , i.e. certain character traits. As a result of the study, the author was able to identify whole line conditions for the formation of self-esteem: the role, function and place in this process of evaluation by other people of the child's activities, the significance of the child's assessment of the results of his own activities.

Serebryakova E.A. also concluded that self-esteem, which has become fixed and has become a character trait, is not limited to the framework of any one activity, but extends to other types of activity. From a number of studies it follows that an important factor in the formation of a child's personality is the assessment of the surrounding adults. The emotional well-being of the child depends on what kind of relationship he has with the people around him, whether he meets the requirements that are presented to him, in other words, on how much the child's need for a positive assessment is satisfied. Along with this, self-esteem develops very early in children; the ability to evaluate his qualities and skills, which, in turn, begin to determine his behavior. With age, self-esteem as a motive for behavior and activity begins to play an increasingly important role in the life of the child and in the formation of his personality. It is becoming more and more sustainable. At a certain stage of development, the need to maintain the existing self-esteem can become no less, and sometimes even more significant, than the need to evaluate others. These questions were the subject of study in the studies of Neimark M.S., Slavina L.S. .

They studied the impact on personality of the discrepancy between how the teacher evaluates the student and how the student evaluates himself. As a result of previous experience, under the influence of assessments of others and the results of his activities, the child develops a need to maintain his usual self-esteem.

Since at a certain stage, children develop a relatively stable self-esteem and a level of claims based on it, this leads to a new need to be not only at the level of the requirements of others, but at the level of their own requirements for themselves. “By assimilating the requirements of others, developing their own assessment of the environment and self-esteem, children gradually emancipate themselves from the direct influence of the situation. Their main incentive mental development with age, there is not only a desire to get the approval of others, but also the need to fulfill their own requirements for themselves and be at the level of the tasks that they set for themselves, ”writes Bozhovich L.I. .

1.3 Factors and stages of formation of self-esteem of children of primary school age

Self-esteem is a moral assessment of one's own actions, moral qualities, beliefs, motives; one of the manifestations of the moral self-consciousness and conscience of the individual. The ability for self-esteem is formed in a person in the process of his socialization, as he consciously assimilates those moral principles that are developed by society, and reveals his personal attitude to his own actions based on the assessments given to these actions by others.

Thanks to the ability to self-esteem, a person acquires the ability to largely independently direct and control his actions and even educate himself.

Many believe that a person's self-esteem largely depends on other people's understanding of his merits. When people support a person, are attentive and kind to him, express their approval, a person is affirmed that he means a lot to everyone and himself. But based on the concepts of Eastern philosophies, self-esteem is the basic essence of a person, this is something with which he was born, this is what he has by default, because you are a person, because you were born, because you live and By default, you are a part of the Universe. True self-esteem is built on the acceptance of oneself, people, the processes of life and this world, because that's how it is, that's just how it is, and that's all, and it remains just to live and enjoy. Self-esteem is something that others cannot define for you, it cannot be understood by the mind, it can only be felt. In modern psychology, there are three types of self-esteem:

Adequate self-esteem, corresponding to the actual abilities and capabilities of a person;

Inflated self-esteem, when a person overestimates himself;

Low self-esteem, when a person underestimates himself.

In the same situation, people with different self-esteem will behave in completely different ways, take different actions, and thereby influence the development of events in different ways.

On the basis of inflated self-esteem, a person develops an idealized idea of ​​his personality, his value to others. He does not want to admit his own mistakes, laziness, lack of knowledge, incorrect behavior, often becomes tough, aggressive, quarrelsome.

Obviously low self-esteem leads to self-doubt, timidity, shyness, inability to realize one's inclinations and abilities. Such people usually set themselves lower goals than they could achieve, exaggerate the significance of failures, are in dire need of the support of others, and are too critical of themselves. A person with low self-esteem is very vulnerable. All this leads to the emergence of an inferiority complex, is reflected in his appearance - he takes his eyes to the side, gloomy, unsmiling.

The reasons for such self-esteem may lie in overly bossy, caring or indulgent parenting, which will early years programmed in the human subconscious to give rise to a feeling of inferiority, and this, in turn, forms the basis for low self-esteem.

Low self-esteem comes in many forms. These are complaints and accusations, the search for a guilty person, the need for attention and approval, which, as it were, compensates in the eyes of such a person for a feeling of self-denial, a feeling dignity. Depressions, divorces (many of them are the result of low self-esteem of one or both partners).

Adequate self-assessment by a person of his abilities and capabilities usually provides an appropriate level of claims, a sober attitude to successes and failures, approval and disapproval. Such a person is more energetic, active and optimistic. Hence the conclusion: you need to strive to develop an adequate self-esteem based on self-knowledge.

The formation and development of positive self-esteem is the foundation on which all life should be built. By allowing negative thought patterns to dominate our lives, we form the habit of expecting negative factors.

Stages of self-esteem formation:

I. Early age. Many children already at an early age mark their successes or failures in activities with appropriate emotional reactions to them. Most children of this age simply state the result achieved; some perceive success or failure, respectively, with positive and negative emotions. In the same age group, the first individual manifestations of self-esteem are observed, and mainly only after success in activity. The child not only rejoices in success, but shows a peculiar sense of pride, deliberately and expressively demonstrating his merits. However, even such elementary self-evaluative reactions at this age are still extremely rare.

At about 3.5 years old, children can already observe mass reactions to success and failure, obviously related to self-esteem. The child perceives the corresponding results of activity as depending on his abilities, and the result of his own activity is correlated with his personal capabilities and self-esteem.

A child's self-esteem, awareness of the requirements placed on him appear by about 3-4 years on the basis of comparing himself with other people.

II. By the middle preschool age, many children develop the ability and ability to correctly assess themselves, their successes, failures, personal qualities, not only in play, but also in other activities: learning, work and communication.

Such an achievement should be seen as another step towards ensuring normal schooling in the future, since with the start of schooling, the child constantly has to evaluate himself in various types activities, and if his self-esteem is inadequate, then self-improvement in this type of activity is usually delayed.

A special role in planning and predicting results personal development the child plays the idea of ​​how children of different ages perceive and evaluate their parents. Those parents who are a good role model and at the same time arouse a positive attitude of the child towards themselves are able to exert the strongest influence on his psychology and behavior. Some studies have found that children between the ages of 3 and 8 are most affected by their parents, with some differences between boys and girls. Yes, girls psychological impact parents begins to be felt earlier and lasts longer than in boys. As for boys, they change significantly under the influence of parents in the period of time from 5 to 7 years, i.e. three years less.

III. In senior before school age children attach great importance to the assessments given to them by adults. The child does not expect such an assessment, but actively seeks it himself, strives to receive praise, tries very hard to deserve it. All this indicates that the child has already entered a period of development that is sensitive for the formation and strengthening of his motivation to achieve success and a number of other vitally useful personal qualities that in the future will have to ensure the success of his educational, professional and other activities.

IV. Junior school age. A feature of children of primary school age, which makes them related to preschoolers, but is even more intensified with school entry, is boundless trust in adults, mainly teachers, submission and imitation of them. Children of this age fully recognize the authority of an adult, almost unconditionally accept his assessments. Even characterizing himself as a person, the younger schoolchild basically only repeats what an adult says about him.

This directly relates to such an important personal education, which is fixed at this age, as self-esteem. It directly depends on the nature of the assessments given to an adult child and his success in various activities. In younger schoolchildren, unlike preschoolers, there are already various types of self-assessments: adequate, overestimated and underestimated.

Self-esteem in primary school age is formed mainly under the influence of teacher assessments.

Children attach particular importance to their intellectual abilities and how they are evaluated by others. It is important for children that a positive assessment is universally recognized.

The family factor is the main factor in the development of self-esteem.

Whatever forms the family takes, it is still the most important unit of society. It is in the family that the child first discovers whether he is loved, whether he is accepted for who he is, whether he succeeds or fails. According to many psychologists, it is in the first five years of life that a person’s personality structure is mainly formed, the foundations of the self-concept are laid. During this period, the child is especially vulnerable and dependent, emotionally dependent on the family, in which his needs are fully or not completely satisfied. Therefore, it is very important to inform people, and, first of all, parents about the problems, difficulties and consequences that arise from the wrong attitude towards the child.

1. The influence of family members on the formation of self-esteem.

Self-esteem is related to family size and seniority among children. In Coopersmith's studies, 70% of children with low and moderate self-esteem were not firstborn. At the same time, only 42% of children in the group with high self-esteem were not firstborn. The first and only children in the family seem to have certain advantages: the conditions in which they develop are more favorable for the formation of high self-esteem.

According to the study, in boys with high self-esteem, relationships with brothers and sisters turned out to be more close than conflict. This harmony in relationships, apparently, extends beyond the family, because high self-esteem ensures a good command of the technique of social contacts, allows the individual to show his worth without making any special efforts. The child acquired in the family the ability to cooperate, the confidence that he is surrounded by love, care and attention. All this creates a solid foundation for its social development. In families of this type, jealousy and rivalry between children are rare.

Mothers of boys with high self-esteem say they know more than half of their son's friends. Conversely, a third of the mothers of boys with low self-esteem practically do not know at all which of their peers their son is friends with. It is likely that such ignorance of parents can be regarded as evidence of the child's distrust of them, due to his assessment of his role and position in the family.

2. Acceptance and rejection of the child

If parents internally accept the child, and family relations are initially healthy, then the value of the child for parents is not a merit, but as a matter of course. It is enough for parents that this is their child. They accept him for who he is, regardless of his mental or physical abilities.

On the contrary, if the parents do not internally accept the child, he turns out to be uninteresting for them, unpleasant, disapproving. For such parents, raising a child is associated with great financial difficulties and social responsibility. But the rejection of the child, clothed in the form of excessive guardianship, is no less harmful than constant inattention to him or irritability.

The pronounced attitude of parents to the unconditional acceptance of their child is not an absolutely necessary prerequisite for the formation of high self-esteem. Among the mothers whose children possess it, there were also those who did not express any particular readiness to accept the child as a whole. This indicates that the child's opinion about the unconditional acceptance of his parents is at least as significant as the actual type of family relations and the methods of education used by the parents.

3. Condescension and exactingness in education

Already in the early days of the development of psychoanalysis, its followers called for the adherence to softer methods of education, respectively, suggesting freedom of expression of dissatisfaction with the child's inner impulses. However, the results of Coopersmith's research indicate rather the need to build a relationship with a child on the basis of exactingness. A clear and reasonable system of requirements for a child should be the basis of proper family education.

Clear requirements and well-defined norms of life in the family contribute to the formation of high self-esteem in children. Children with high self-esteem show greater solidarity with the views adopted in their family. And although rewards were more common in the upbringing of these children, punishments were perceived by them as something deserved and fair. If the child is given absolute freedom in the study of the world around him, if no one limits and directs his activities, if the educational slogan of his parents is gentleness and permissiveness, this usually results in increased anxiety, doubts about one's own worth, a low level of success and, ultimately, an inability to build strong relationships with people based on mutual respect.

Apparently, the child perceives punishment in the context of all other manifestations of the parents' attitude towards him. Attentive and caring attitude to the child, combined with exactingness, makes severe punishments unnecessary. Apparently, the secret of the formation of high self-esteem lies in a benevolent attitude towards the child, the readiness to accept him as he is, but at the same time, the ability to set certain boundaries.

4. Breakup of the family.

Divorce of parents, conflict relations between them become a source of problems for the child. It is well known that emotional disorders and delinquency of adolescents are often associated with parental separation. Children from families where parents are divorced are more prone to low self-esteem than children growing up in intact families. Children whose parents have died do not have significant deviations in the level of self-esteem. Thus, the gap between parents has a certain negative, albeit insignificant, impact on the level of a child's self-esteem.

5. Order of birth of children.

Along with parents and friends, the child's brothers and sisters make up a significant part of his social environment. They influence him not only directly as members of the family, but their very presence inevitably affects the child's relationship with his parents. A child's self-esteem is not related to the birth order of the children in the family. The very fact of having brothers and sisters is important, and the only child in the family has higher self-esteem on average.

Curiously, however, this applies only to boys. If the only child in the family is a girl, her self-esteem is, on average, the same as that of girls with siblings. Rosenberg's study attempted to differentiate the impact on a child's self-esteem of having older and younger siblings. For boys, if the majority of children in the family are also boys, self-esteem is on average lower than if half or most of the children are girls. These factors do not have a significant impact on the level of self-esteem of girls.

A boy growing up in a family where older children are mostly girls has, as a rule, high self-esteem. It would seem that there is reason to expect the exact opposite: for example, identification with older sisters can lead to the appearance of "girlish" traits in a boy, which makes him a potential target for ridicule from comrades. At the same time, this position in the family has a number of advantages. Rosenberg believes that the key factor for the formation of self-esteem in this case is the attitude in the family towards the appearance of a boy.

A father who already has several daughters usually wants to have a son. In the end social status The family depends mainly on the achievement of men, therefore, in the future, the main hopes are placed on the son: he is called upon to become the support of the family in the future. And the later the son appears, the more desirable he becomes for the father.

But mothers who have daughters also usually want a son to be born. As the study of Sears, Maccoby, and Levin convincingly demonstrates, the mother's attitude towards the boy who has appeared after several girls is characterized by exceptional warmth and tenderness. All this helps to understand the features of the formation of self-esteem in such children: it is not based on competitive relationships with peers, not on academic achievements or success in social situations, but rather reflects the initial sense of self-worth, due to the special care and love that surround this child in the family. At least in childhood, he should enjoy the favor of the whole family. His father was looking forward to his birth, his mother feels extraordinary tenderness for him, in the eyes of his sisters he looks like a priceless creature. What is surprising in the fact that such a child grows up with a sense of unconditional self-worth?

Introduction

Success in learning

Achievement motivation

The Importance of Motivation in Learning

Psychological Factors Determining Success or Failure in Learning

Conclusion

Bibliography

Introduction

How does a school graduate see himself in order to meet the requirements of modern society? The answer is obvious: in the future, he must be ready to continue his education, a competitive and successful specialist, a humane, decent person who respects himself and others. Ideally, at school it is important to create conditions for self-actualization of the personality of each child, for the formation and development of his need and ability for self-development. It should teach each pupil to be successful in studies, work, in life in general. This requires mutual efforts of teachers and students.

At the present stage of the development of society, orientation towards success acts as a necessary condition for building any effective pedagogical system. It is proved that the basis of the creative active well-being of any person is faith in one's own strengths. The affirmation of this faith is impossible without gaining the experience of achieving and experiencing success.

The probability of achieving success as a result of assistance increases if there are counter efforts (oncoming traffic), i.e. the desire to achieve success both in the student (in educational and cognitive activity and communication) and in the teacher (in his professional work).

In the "teacher - schoolchild" system, both subjects mutually influence each other, and the process of assistance itself has a number of features: the teacher initiates the student's behavior, encourages him to contribute. He solves educational, cognitive, communicative and other tasks together with the student different levels difficulties, selecting tasks feasible for the student, taking into account the zone of proximal development of the student.

For the teacher, goals and motives are, first of all, guidelines pedagogical activity and communication. Therefore, a lot depends on what motives prevail in the teacher himself in relation to his professional activity: to strive for success or get rid of failures. An unsuccessful educator who is not confident in his abilities and has low self-esteem will never be able to create an effective situation of success.

Thus, the formation of achievement motivation is an important factor for achieving success in learning.

Achievement motivation is an achievement mechanism developed in the psyche, which operates according to the formula: motive - “thirst for success” - activity goal - “achievement of success”. Achievement motivation reflects the need of the individual to avoid failure by all available means and achieve the desired result.

The purpose of our work is to investigate the relationship between learning success and achievement motivation.

Research objectives:

Examine the literature on the research problem.

To study the phenomenon of achievement motivation.

Determine the psychological factors that determine success and failure in learning.

Reveal the relationship of success in learning and achievement motivation.

motivation training success achievement

1. Learning success

Often, success in learning is interpreted very simply - as a child's academic performance for a year, that is, success is the psychological name for academic performance. But is it really so?

On the one hand, “progress” and “success” are words that are close in meaning. Success is a property that contains success. Achievement is the degree of success in learning, mastering knowledge.

But let's not jump to conclusions. Success is a property, and performance is a degree, an external indicator. At the moment, there are many doubts that this indicator really reflects a property that in the inner world of a person and his real external activity manifests itself, is experienced as success.

But not every excellent student, that is, a successful student, is also a successful student and vice versa. Success includes
includes a certain level of performance, but not only it, and
this performance is not in the first place. How can you interpret the educational success of a child? First of all, success is a qualitative assessment of the results of activities, which consists of objective performance and subjective attitude towards these results of the person himself. The latter is often forgotten, relegated to the background, and without the subjective experience of success there is no and cannot be success.

Maybe the child has achieved a lot, but at such a price that he feels unhappy and unsuccessful, and not successful and strong. Maybe he has advanced quite a bit (if you judge objectively), but for himself this overcoming, victory, and a sense of success overwhelms him. And perhaps he did not advance at all, but he did not lose either. And this is the subject of his pride.

The subjective components of success are stable high self-esteem and satisfaction with oneself and one's activities. An unhappy, anxious, tormented by normative requirements and the expectations of others, an excellent student cannot be classified as a successful student. Studying does not bring him joy, satisfaction, a sense of uplift, all that is included in the concept of "success".

An objective indicator of success - effectiveness, too, should not be interpreted primitively. Performance indicators can be quantitative and qualitative, they should make it possible to evaluate the child's real achievements in different coordinate systems - in comparison with himself, the study group, some regional norm, standard, etc.

So what does it mean to be a successful student? Who can be called such? The one who wrote off his homework and got an A? Or someone who, honestly completing it, earned only a three?

We will find answers to these and many other questions related to the search for optimal educational systems, which are based on the principle of achieving success in school life, in the works of domestic and foreign teachers and psychologists, in the experience of educators. Let us recall the “school of children's joy”, which was created in 1921 within the walls of the former Odessa orphanage by S.M. Reeves and N.M. Shulman. In his report at the Pedagogical Seminary, S. M. Reeves named the goal of the future educational system and determined the ways to achieve it: “to sublimate and direct everything that was seething and bubbling in the children's environment towards communist self-organization.” He suggested doing this by "grabbing hold of the main levers of the lives of street children." Such “levers” were the provision of independence for the children, a creative attitude to work, the creation of a special atmosphere when the student experiences joy from the feeling of his spiritual growth and from public recognition of his successes.

It was children's joy that S.M. Reeves and N.M. Shulman called a way out of the difficult situation in which the school was: “We need to create joy for the child, for the sake of which it would be worth voluntarily submitting. If we want the child to be able to give up his personal desires for the sake of the interests of the collective, then it is necessary that this collective first become a source of his joy, an object of his affection, love and reverence.

To achieve this goal, S.M. Reeves suggested that the teachers of the school “get off the teacher’s pedestal, throw off the scientist’s toga and with an open soul, with one desire to understand the child’s soul, enter into the midst of children, take a back seat among them, strain all your instincts and try catch from them the hidden, true, healthy desires of their souls.

A.S. Makarenko put forward the idea of ​​"tomorrow's joy", which embodied the prospects for the development of the team and the individual.

The need to achieve success in education was pointed out by V.A. Sukhomlinsky, rightly believing that the child draws moral strength to overcome his weaknesses (including failure in one or another subject) in his successes. He introduced the metaphor "school of joy" into the pedagogical lexicon.

Of great interest is the educational system "School of Life", created by Sh. A. Amonashvili. He developed and implemented in his experimental school a humane-personal technology, one of the elements of which was the creation of situations of success.

In the 80s. 20th century a group of scientists headed by Professor A.S. Belkin, the concept of creating situations of success was proposed. He emphasized: “In the most ideal version, joy, or, more precisely, its expectation, should permeate the entire life and activity of a schoolchild. Success in learning is the only source of the child's inner strength, giving rise to energy to overcome difficulties, the desire to learn. The main purpose of the teacher's activity is to create a situation of success for each pupil.

2. Achievement motivation

In the first half of the 20th century, foreign psychology was dominated by psychonalatic views on achievement motivation, according to which the main motives of a person are formed in early childhood. For example, achievement motivation (expressed in striving for success in activity), according to the ideas of psychoanalysts, is a consequence of a neurotic childhood conflict, when a child (boy), wanting to achieve mother's love, seeks to surpass his father in everything. It is quite natural that such ideas about the sources of the formation of human ambitions and achievement motivation actually limited the possibilities of the purposeful formation of these traits at a later age.

Thus, achievement motivation (from the French motif - motivating reason) is one of the varieties of activity motivation associated with the individual's need to achieve success and avoid failure. Since the initially prevailing definition of the achievement motive as "the desire to increase the level of one's own capabilities" did not explain certain features of development, specific motivational variables were introduced that establish the relationship between activity and the achievement motive. This:

) personal standards (assessment of the subjective probability of success, the subjective difficulty of the task, etc.);

) the attractiveness of self-esteem (attractiveness for the individual of personal success or failure in this activity);

) individual preferences for the type of attribution (attributing responsibility for success or failure to oneself or the surrounding circumstance).

High achievement motivation in children is formed only in those families where parents constantly increased the level of their requirements for children and at the same time unobtrusively provided them with help and support, and were also distinguished by warmth in communicating with them. And, conversely, in families where parents either ignored their children, were indifferent to them, or exercised directive guardianship, strict supervision over them, children, as a rule, became dominant in the desire to avoid failure and, as a result, a low level of motivation was formed in children. in general.

The results of these studies have demonstrated the independence of the formation of a child's achievement motivation from the development of child sexuality. The main factor was the nature of the interaction between the child and the adult. The results obtained stimulated new research aimed at changing the relationship between children and adults in the school environment in order to form achievement motivation for schoolchildren.

To determine if this need exists, McClelland used a test called the thematic apperception test (TAT), in which subjects look at pictures and make up stories about what they see there. Those with high PD create stories that focus on the imagined achievement (or desire for achievement) of the characters in the pictures, rather than any other aspect of their lives and personalities, such as exercising power or caring for other people.

In contrast to this need for achievement, some people, according to McClelland, have a need to avoid failure. Whereas those with a strong need for achievement tend to choose tasks of moderate difficulty, people who feel a need to avoid failure choose either exceptionally easy tasks where success is literally guaranteed, or exclusively difficult tasks where failure is expected and therefore not a matter of personal responsibility. It is characteristic that for the former, failure is an incentive to make additional efforts, while the latter prefer safety to pure success.

Thus, the achievement motive consists of two opposite motivational tendencies - striving for success and avoiding failure. A high level of achievement motivation means that the child is dominated by the desire for success; a low level of motivation, on the contrary, indicates that the desire to avoid failure dominates.

How is it that people have a strong need to achieve? Winterbottom (1958) has shown that child-rearing practices, especially parental attitudes towards independence, superiority, and duty, have an important influence on children. Parents of children who develop a strong need for achievement usually expect them to exhibit "self-mastery" at an earlier age than parents of children who have a lower need for achievement. Although parents are the first to impose restrictions on their children, they do so only after the children have been taught to be independent, so that when restrictions were in place, the children had to see for themselves how these restrictions were carried out. The parents of the latter encouraged their children to remain dependent on them longer, both in terms of helping them achieve something and in terms of fulfilling restrictions.

Stipek (1984) studied elementary school children and concluded that competition in higher grades encourages students to switch from set to task to set to get results and to be more concerned about avoiding failure. As children in elementary school move from grade to grade, the quality of school work they expect from themselves becomes increasingly influenced feedback on the quality of their work in school received from teachers (Eshel and Klein, 1981). Overly harsh remarks from teachers and bad grades can quickly turn students who have a strong need for achievement into students who are very eager to avoid failure.

McClelland (1965, 1985) proposed a method for increasing people's motivation to strive for achievement. At the center of his method are four principles, the first of which is to take moderate risks. This means that both certain success and certain failure should be avoided. To implement this principle, teachers must comply with the following two conditions:

Students should be allowed to choose their own tasks (or their own level of difficulty within tasks).

The consequences of failure should not be harsh on students.

When all students are given the same tasks of the same level of difficulty - as is often the case in school - then individual students will not be able to learn how to choose the level of difficulty of the task that suits them. If failure causes a feeling of pain or embarrassment, then children will always be motivated to choose the easiest tasks for themselves. Teachers need to create learning situations where there is a choice, but at the same time minimize the consequences of this for the students themselves, so that they can learn to independently make a motivated choice of the degree of difficulty of the task.

The second principle is that you must take responsibility for your results. This means that people should not attribute the cause of failure or success to forces outside themselves. People need to see themselves as the cause of their results. To implement this principle, teachers should meet the following two conditions:

To complete the task, students need to rely on themselves.

The consequences of failure should not be too severe.

Like the previous one, this principle requires that students are not severely punished for failure, that they are willing to learn and accept their role in the process of achieving success.

The third principle is to carefully study the environment, and the fourth is to use feedback. Both of these principles involve obtaining and using information. One of them aims students to learn everything possible about their task and the resources to complete it, including human resources. And the other tells them what to turn Special attention on the results of their actions when it comes to deciding what to do next. Both principles require:

• an environment rich in information in which the student can move freely;
• information provided without threats:

the ability to choose and change direction;

so that the consequences of failure are not too severe.

D. McClelland, analyzing the conditions for the formation of achievement motivation, combined the main formative influences into four groups:

Formation of the achievement syndrome (the desire for success is higher than the desire to avoid failure).

Introspection.

Formation of aspirations and skills to set high, but adequate goals.

Interpersonal support.

Each of these groups consisted, in turn, of a collection of more specific influences. So, for example, the formation of the achievement syndrome is aimed at studying and developing:

a) ways to create projective stories (i.e., stories made up of pictures) with a pronounced theme of achievement. The students are explained the standard system of categories that are used in diagnosing the achievement motive (expectation of success, approval, positive emotional state in the process of activity). Their task is to use the maximum number of these categories in their stories: during such Error! Invalid hyperlink object.<#"justify">Obviously, in order to teach success motivation to their students, the teacher must create an open, information-rich classroom atmosphere with choice and no punitive consequences for making mistakes.

The Importance of Motivation in Learning

The main types of activities in the life of any person can be a game, learning, work. In this classification, teaching is no longer a game, but closest to work, due to the need to maintain discipline, perform tasks and certain duties.

Teaching at school is the main activity of the student, and his main goal is the successful assimilation of the knowledge and skills necessary for him to be able to use them in the future for himself, and therefore for society. Therefore, each student can be assessed by how he relates to learning and what his own goals and plans are.

Interpersonal relations of schoolchildren have a significant impact on the results of children's education. Quite often, an underachieving child is ostracized and ridiculed. Often the reverse situation also takes place - a child who differs from others in his mind and other virtues may also not be accepted by the group, simply because he is not like everyone else.

The relationship between students must be taken into account by the teacher to ensure the fruitfulness of the learning process. Director educational institution attention should also be paid to interpersonal relationships, not only between students, but also between teachers.

The progress of students depends on many reasons: on abilities, the course of the educational process, relationships with comrades, relationships with parents and teachers, and much more.

A high level of learning motivation is necessary to achieve success in learning, and in this the contribution of motivation to the overall success of the student's activity can be considered on a par with the student's cognitive abilities. Sometimes a less capable but highly motivated student can achieve better academic results because they strive for it and devote more time and attention to learning. At the same time, for a student who is not sufficiently motivated, academic success may be insignificant, even despite his abilities.

Motivation for learning can also be a good indicator of the level of mental well-being of the student, as well as an indicator of the level of his development. Often, the motives for teaching students can be very prosaic: to receive the desired gifts from parents, the praise of parents and teachers, the desire to become an excellent student, to stand out among comrades, etc.

The formation of a student's motivation for learning should take place on the basis of a clearly set goal - getting a good education. Obviously, not every child understands from an early age that he studies, first of all, for himself, for his further achievements. Therefore, the goal of adults (parents, teachers and psychologists) is to help them realize this goal.

The challenge for teachers is not only to help students succeed, but to help students believe that it is their own abilities and efforts that are the cause of that success. Here are some important ways teachers influence students' beliefs about what causes them to succeed and fail. This is, firstly, the feedback of the teacher with the students about the performance of a particular task, or the fact that the teacher tells the students how well their work was done; secondly, the non-verbal emotional reaction of the teacher to the student (for example, sympathy, anger, humility, surprise); thirdly, the subsequent behavior of the teacher in relation to the student (for example, providing assistance or assigning additional work). Teachers need to be aware of the information they convey to students, and especially to low-performing students, in their words and behavior, as they relate to the causes of student performance, as students use this information to draw conclusions about their abilities.

Being a motivated learner means putting in effort, and to do that, you have to believe that putting in effort is an absolutely necessary precondition (or causal factor) for success. Being motivated also means that you believe you can help yourself succeed and that you are confident that you will succeed. Finally, in order to be motivated, you must believe that you have the ability to succeed.

4. Psychological factors that determine success or failure in learning

Success in learning depends on the following psychological factors:

motivation of educational activity;

arbitrariness cognitive processes(perception, attention, imagination, memory, thinking and speech);

the trainee has the necessary strong-willed and a number of other personality traits (perseverance, purposefulness, responsibility, discipline, consciousness, etc.).

Among the psychological factors of successful learning can also be attributed the ability to interact with people in joint activities with them, primarily with teachers and classmates, intellectual development and the formation of learning activities as learning. All of these factors apply not only to the student, but also to the teacher.

The setting for learning is important, that is, the setting by the teacher and the acceptance by the student of an educational task, the meaning of which for the teacher is to teach, and for the student - to learn something.

All the considered factors for the success of the exercise relate to the psychological characteristics of people included in educational process. But, besides them, there are also the means and content of education, the educational material used by the teacher and the student. It must meet certain requirements. The most important of them is accessibility and a sufficient level of complexity. Accessibility ensures the assimilation of this material by students, and sufficient complexity - psychological development students. The optimal complexity from a psychological point of view is considered to be such educational material that is at a sufficiently high, but still quite accessible for mastering level of difficulty.

Subjectively important point, associated with the assessment by students of the degree of difficulty of the material being assimilated, is the interest in it and the connection of this material with the needs of the student, with his experience, skills and abilities. Interesting, familiar and personally significant material is usually perceived by students as less difficult than that which has the opposite characteristics.

Another important factor in the success of learning is a well-thought-out system of rewarding students for success and punishing students for failures in educational activities. Incentives should correspond to real success and reflect not so much the ability of the student, but the efforts made by him. Punishments should play a stimulating role, i.e., affect and activate important motives for learning activities aimed at achieving success, and not at avoiding failure.

Using Reward in Learning

1. Encouragement is based on a positive belief in your own and other people's abilities, on accepting students for who they are, not as they could be.
2. The purpose of encouragement is to help students believe in themselves and their abilities.
3. Encouragement helps students take the risk of appearing imperfect, realizing that a mistake is not a failure. Mistakes can help learning.
4. Reward is different from praise. The student does not have to earn a promotion by being the first to do so. It can be obtained for any positive action. Encouragement means that the student is accepted for who he is and treated with respect.
5. Rewards are given for the effort shown. (At the same time, the student is not given value judgment, as in the case of praise.)
6. Encouragement begins with finding the valuable qualities of students: talents, positive attitudes and goals, and not their shortcomings. Every student has strengths.
7. Encouragement is the opposite of disapproval. Don't discourage students
8. making negative remarks and showing negative expectations,
9. using unreasonably high and double standards,
10. encouraging a spirit of competition among students and excessive ambition.

8.Reward is a statement that the student is trying and that it is worth trying.

What role does the teacher play in motivating students? What can a teacher do to improve it? First, the teacher may focus on learning, or the process of acquiring skills and knowledge, rather than the achievement, or product, or outcome of that process. Teachers should respond to the efforts of students, not just the results of their work. Getting students specific feedback from the teacher regarding the correctness of their performance of the task, and not just marks; a specific response to how children learn, and not to their personal characteristics and upbringing; reacting to how they learn, without reference to other students, all helps students focus on learning.

Secondly, the teacher can increase the motivation of students by reducing the competition between them. The collaborative approach and the full learning approach are ways to help students avoid negative inferences about the reasons for their activity as a result of comparing it with the activities of other students. Compared to the usual classroom approach to learning, learning in a collaborative structure and learning to mastery of the subject is more likely to give a sense of success to students who need it.

Third, the teacher needs to help students evaluate their performance based on causal factors other than ability. This is important because ability judgments are linked to self-esteem and self-confidence, with negative judgments having the most detrimental effect on a student's desire to try to do well. As noted, one way to achieve this is to reinforce effort rather than results, so that students see effort rather than ability as the reason for success.

Another way is to introduce a new causal factor - strategy. Strategy refers to the way you do something. If a student performs poorly on a test, it may not be due to ability or lack of preparation effort. The problem may lie in weak teaching skills and poor execution skills. control works both are strategies. By helping students view (failed) strategies as the cause of failure, by helping them improve their strategies, and by praising them for their efforts to do so, teachers will be able to turn failure into success for many students.

Fourth, the teacher should strive to set realistic goals in order to increase the likelihood of success and the students' personal assessment of their abilities.

Fifth, teachers need to constantly monitor the information they send to students about the reasons for academic failure, and accordingly modify their statements for the purpose of feedback to students. Audio and video recordings can be very helpful in this regard. Teachers should be vigilant about whether and how they convey information to students about what they consider to be incapable, and should try to change such expressions and the manner in which they convey it.

Sixth, teachers themselves need to avoid learned helplessness as a result of their perceived failures and frustrations experienced in the classroom.

Conclusion

So, achievement motivation is expressed in the need to overcome obstacles and achieve high performance in work, improve oneself, compete with others and get ahead of them, realize one's talents and thereby increase self-esteem.

A person has two different motives that are functionally related to activities aimed at achieving success: the expectation of success and the desire to avoid failure.

Students who are motivated to achieve success clearly show their aspirations, choose means and prefer actions aimed at achieving the set goal. They expect to receive approval for their efforts, and the work associated with this causes them positive emotions (anticipatory and ascertaining). They are also characterized by the full mobilization of their resources and concentrated attention, the desire to consolidate success.

Schoolchildren who are motivated to get rid of possible failures behave in a completely different way. They want not so much to succeed as to avoid failures, they do not believe in their own strengths; failure causes them disappointment, they are afraid of criticism. They usually have negative emotional experiences associated with learning activities, they do not experience pleasure from the process itself, they are burdened by it. All this is fraught with failures (failure) in studies, in communication, relationships, in life. Such students show inadequate overestimated or underestimated self-esteem.

Students who are motivated to succeed are more persistent in achieving their goals. If there is a choice, then they prefer tasks of medium or slightly increased difficulty, and students who are afraid of being in an unpleasant situation are the easiest. For a student striving for success, the attractiveness of any task, interest in it after failure in its solution increases, and for a student focused on failure, it decreases.

There are differences in the explanations of their successes and failures by schoolchildren with opposite motives. Students striving for success attribute their achievements to intrapersonal factors (abilities, diligence, etc.), and those who want to avoid failures attribute their achievements to external factors (ease or difficulty of the task being performed, luck, etc.).

By creating situations of success, the teacher actualizes in the structure of the need-motivational sphere of the student's personality the dispositions for achieving success in any activity, and, above all, in educational and cognitive activity. The actualization of these dispositions leads to a change in the student's perception of the educational and any other life situation. His attention in this case becomes selective, and he himself can biasedly perceive and evaluate the motivations for achieving success. Thus, we conclude that there is a relationship between success in learning and achievement motivation.

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