The issue of hierarchy and the psychological peculiarities of learning motivation of academic lyceums and professional colleges' students

The paper examines the issue on hierarchy and psychological peculiarities of students' learning motives in academic lyceums and professional colleges. Besides it, comparative analysis is carries out on research results from the point of view of students' motives living in urban and rural life conditions. Ethno-psychological peculiarities of learning motives of academic lyceums and professional colleges' students are considered as well. A personality's motivational sphere plays an important role in mastering the professional successfully. A strong positives motivation performs a compensatory function in insufficient of knowledge, skills, abilities and without special abolitions. The experiment held in institutions of higher and professional education explored educational motives of students of professional colleges and academic lyceums. Initial motivation to study for students in rural area is of "personal character" (influence of parents, choice of friends) whereas the urban students are motivated by "personal prestige" factors. At the same time it is noted that in the transition from junior to senior courses, the indicator of professional and cognitive motives is increasing. The leading ones are identified as "professional motives" and "motives of personal prestige", "pragmatic motives" and "cognitive motives". Identification of main forms of students' motivation to study enables us to organize educational process taking into account the individual characteristics of students, which allows creating optimal for the realization of the potential of each student. Thus the author suggests the new personalized approach in training aimed to overcome the contradictions between the levels of training activities, witch determine the programs and the real possibilities of each student. The author identifies the concept of "individualization of learning" that means not absolute, but relative personalization and recommends grouping the students basing on individual of complexes of these features for training by using various curricula and syllabus. In this way homogeneous classes or groups are created