A study of the diagnosis of the type of learning motivation in adolescents with deviant behavior

The purpose of this study is to study the type of learning motivation in adolescents with deviant behavior, what motivates them, as well as to determine which predominant motive they have in an educational institution. The sample for the study was adolescents with deviant behavior from 12 to 15 years old from families in a socially dangerous situation (hereinafter referred to as SOP) or other difficult life situation (hereinafter referred to as TJS). The study used the scale (E. Lepesheva) of student motivation, that is, for each teenager his own predominant motive, which is dominant for him in his learning activity. Based on the prevailing types of motivation, it is possible to modify the methods and structures of learning in order to influence the necessary active mechanisms. To calculate the data obtained in adolescents, interpretations of the scales were used, an arithmetic mean analysis was derived, the data are presented in the table and diagram. At school, a situation is often observed when different difficult schoolchildren — lazy, undisciplined, rude, etc. — have the same impact, mainly of an administrative nature: a reprimand in front of the class, a call from the parents, a discussion with the principal or at a pedagogical council or a parental hearing. meeting in front of parents and students, which is completely unacceptable, which is very often practiced by teachers. It is clear that such methods do not contribute to the education of a free and creative personality. They do not solve the problem of eliminating conflicts that arise, but drive them inside. It can be concluded that the results obtained will contribute to further research that will be conducted for adolescents with deviant behavior.