ISSN 2520-6265 (print)

ISSN 2520-6273 (online)


L. Z. Serdyuk Dr. of Science (Psychology), Professor, Head of Laboratory of Psychology of Personality of
G. S. Kostiuk Institute of Psychology of NAES of Ukraine
ORCID: 0000-0001-8301-4034, Researcher ID: G-4410-2018
A. B. Kovalenko, Dr. of Science (in Psychology), Professor, Head of the Department of Social Psychology,
Taras Shevchenko National University of Kyiv
ORCID: 0000-0001-6458-5325, Researcher ID: O-7330-2019


Article Information
Issue: 2(14) 2020, pages: 214-229
Language: Ukrainian
Received: 02.10.2020
1 st Revision: 12.10.2020
Accepted: 30.10.2020


The article analyzes the psychosemantic content and structure of students’ learning motivation as a holistic phenomenon. The structuralsubstantive and procedural characteristics of learning motivation are revealed based on the performed theoretical analysis.
The “Unfinished sentences” technique was used to study the psycholinguistic and psychosemantic structure of students’ motivational sphere. This technique allowed us to evaluate expressiveness of the most important factors of students’ mental activities, which have a significant impact on their learning: their motivational orientations, leading motives and ways of their implementation, sources of tension, and styles of relationships with other people.
In order to objectify the obtained data and interpret the research results, we used the developed procedure of content analysis, that help us to identify the psychosemantic indicators of students’ learning motivation, we also developed the technology for analysis and interpretation of textual diagnostic information obtained from the students.
The performed psychosemantic analysis of the diagnosed textual information revealed in depth the essence of structural-meaningful and procedural characteristics of students’ learning motivation. The results obtained indicate that learning motivation is characterized by a complex structure, one form of which is the structure of internal (as for processes and results) and external (rewards or avoidance) motives.
Students’ learning activities have a lot of motives. The main of them, which determine their work, are the following: an activity result (a product created, knowledge learned, etc.); satisfaction with a process; awards for efforts (salary, promotion, recognition); success in an activity; avoidance of failure. The main function of the differences arisen between an attained level and a level of actual goals is to form learning motivation, motivation to achieve the goals.
Key words:
learning, psychosemantic indicators, intrinsic motivation, holism, students, success.

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