A SITUATIONAL ANALYSIS OF THE MOTYVATION TO LEARN OF UPPER – ABILITY PUPILS OF YOUNGER SCHOOL AGE

Abstract

Teachers recognise that the organisation of the educational process is becoming more and more complex every year. The number of pupils who are not interested in what is happening in the classroom is increasing. Motivation plays an important role in the younger years of schooling, providing energy and direction. In recent years, the term 'high potential learners' has been commonly used, i.e., academically gifted pupils with exceptional academic achievement; gifted pupils with a very high level of intellectual ability; and gifted and talented pupils who have a very high level of intellectual ability and outperform their peers. To find out what motivation pupils have for learning, i.e., what does it look like, what does it take for learners to be motivated, and how can we get them to be more motivated? While there has been a great deal of research, the issue of learning motivation is also relevant for pupils of higher abilities.

The following questions have been raised:

1. What are the determinants of learning motivation in younger school-age pupils?

2.What are the challenges and what is needed to ensure the success of upper-ability in younger school - age pupils?

The object of the research - the motivational factors of learning for upper-ability pupils of younger school age.

The methods of the research:

1. Critical analysis of scientific literature.
2. Written questionnaire.

The results of the research. The results of the research revealed that, at a younger school age, motivation to learn depends on a wide range of factors, both intrinsic and extrinsic, and is determined by internal and external aspirations. Pupils' motivation is enhanced if they meet their most important needs - success, recognition, guidance - while learning. The quality and speed of learning depends on the learner's interest in the subject. Good learners are characterised by strong intrinsic motivation, which drives them to learn deliberately and to pursue professional knowledge. At the younger school age, higher-ability pupils are most unsuccessful in world studies, Lithuanian language, and mathematics. Their learning difficulties in these lessons are highlighted by difficult tasks, inability to retain information, fatigue in lessons, and rare encouragement and praise in lessons. Consequently, teachers should provide support for tasks and for high achievers, individualise teaching to fill gaps in knowledge, and teach learning to be remembered. The motivating factors for learning in upper ability pupils in grades 3 to 4 are: comprehensible explanations, creative, interesting and varied tasks, teacher support when learners fail, adequate rest during breaks, a good future, parental support, interesting lessons, good grades, and a wealth of new knowledge. New activities, explorations, surprises, games, unexpected questions, creative tasks, drawings, linking the topic to the pupils' daily routine, can greatly enhance the pupils' intrinsic motivation. Pupils like to do things they have not done before.