Social interaction as a factor of preventing the crisis of motivation in student learning

The article substantiates the resources of social interaction “teacher – student” in preventing the crisis of motivation in student learning and highlights areas for improvement. To study the motivation of the modern student youth, the author used methods for determining learning motives (modified by A.A. Rean, V.A. Yakunin), methods for diagnosing the internal motivation for learning (T.D. Dubovytska), method “Value Orientations” (M. Rokeach), method “SAMOAL”, author’s questionnaire “I master the profession”. In the process of analysis of the obtained results, the methods of descriptive statistics were used: determination of average values and frequency analysisConclusions based on the results of an empirical study of learning motivation are presented. Key aspects of the theory of motivation and factors of motivation of the person to educational activity are noted. It is noted that the interaction of a teacher and the students is a situational factor motivating educational activities, it is able to actualize a significant number of learning motives, to ensure the effectiveness of procedural and effective component. The author claims that in the interaction of a teacher with the students there is a wide range of opportunities to ensure positive flow experiences of both parties. Among them - the ability to meet the needs of students in security (by forming readiness for adult independent life: mastering the profession, a sense of support from others), respect and self-esteem (by forming competencies and awareness), self-actualization and self-realization (by ensuring individual choices, interests) in educational activities. The components of social interaction of teachers with students aimed at maintaining the motivation of learning and prevention of the crisis of motivation are offered. The program of seminars-trainings for scientific and pedagogical workers of the universities is described, which provides elaboration of various aspects of interaction with students, important for maintaining their motivation for educational activity. Limitations: the article contains the results of a study of student motivation conducted by the author before the pandemic, which could make adjustments to the prevailing motives for learning; signs of crisis of learning motivation and risks of its occurrence are described according to the teaching experience of the author and colleagues, no data were collected on the spectrum of their manifestation and frequency in a representative sample; the conclusion about the resources of social interaction “teacher – student” in preventing the crisis of learning motivation is based on a theoretical understanding of the problem of motivating individuals to work and requires further long-term and thorough research to obtain more specific data