Connection between the motivation of senior pupils for learning and family relations

The object of research is the connection between the motivation of senior pupils for learning (Forms 9-12) and family relations. The objective of research is to identify the connection between the motivation of senior pupils for learning and family relations. Research tasks: 1. To clarify the peculiarities of the pupils’ motivation for learning. 2. To identify the specificities of senior pupils’ family relations. 3. To elucidate the specific features of senior pupils’ motivation and family relations by gender and school type. 4. To reveal the relationship between the motivation of pupils for learning and family relations. Research hypotheses: 1. The motivation of pupils for learning depends on their relations in the family; 2. The motivation of pupils for learning and family relations when assessed by gender and school type will differ. Research conclusions: 1. The most important motives in the motivation of pupils for learning are the motive of career (91.2 percent), wish to become a good specialist (82.9 percent), the motive of the importance of knowledge (68.2 percent), and wish to study further (80.8 percent). The most insignificant motives are learning because of peers’ criticism (11.1 percent), and parents’ urging to learn (19.6 percent). 2. The major part of the respondents estimates family relations as very good (27.3 percent) or good (54.3 percent), but the time spent with the family is not extensive (only 31.5 percent of the respondents spend with their parents four and more hours per day). Parents do not tend to punish their offspring for poor learning results (only 6.6 percent of the parents, in the opinion of the respondents questioned, punish them for poor learning results), on the contrary, pupils more often are encouraged and they are given help in learning. Thus, we may state that senior pupils’ relations in the family are good. 3. Comparing the research results of girls and boys, the statistically important differences show that girls learn better (χ²(5)=86,936; p=0,000), but get tired much more often (χ²(5)=9,623; p=0,047) from learning than boys; girls, however, like more to stay at school (χ²(5)=13,010; p=0,011). Meanwhile, the greater part of the boys expressed their opinion that they would wish not to go to school (χ²(5)=15,678; p=0,003). When analyzing research results by school type, it was established that the learning results of the gymnasium pupils are better than those of secondary school pupils (χ²(5)=13,624; p=0,009), and this is related to the stronger wish of the pupils to stay at school (χ²(5)=8,540; p=0,074). It was determined that parents of gymnasium pupils help them learn more often than those of secondary school pupils (χ²(3)=6,529; p=0,009), but the latter are more often motivated for good achievements in learning (χ²(3)=8,899; p=0,012). During research differences between the motives for learning of different school type pupils were not identified, and it shows that similar motives prevail in the motivation for learning of all pupils. 4. On the basis of the correlation analysis, a weak (r<±0,3) or average (r=±0,3–0,7) connection was established between the pupils’ motivation for learning and family relations. It was identified that microclimate in the family relations, however, has an insignificant impact on the juveniles’ motivation for learning. The most evident correlations are established between: the parents compelling to learn and the grades received (r=-0.285, p=0.006), willingness to avoid the teachers’ remarks and wish to be praised and evaluated by parents (r=0,381, p=0.000), parents’ interest in the academic achievements of their children and motivation for their good results (r=0.370, p=0.000)