Abstract:

The article presents a longitudinal analysis of the specifics of the motivational sphere in students engaged in regular class and in distance learning.
Relevance of the study. The pandemic and quarantine contributed to the active introduction of Internet technologies in the educational process and its transfer to a remote format. Over the past year, distance learning has firmly established in the Russian educational system and in higher education in particular. There is a heated debate concerning its effectiveness and impact on students. In our research, we studied the motivation of students training regularly and in a distance format.

The purpose of the research is to explore longitudinally the features of the motivational sphere of students studying in classrooms and remotely.
Research methods: methods for diagnostics of students' educational motivation (A. A. Rean and V. A. Yakunin, modification by N. TS Badmaeva), MUN Test questionnaire (motivation of success and fear of failure) by A. A. Rean. Statistical analysis methods: nonparametric Mann-Whitney test, Wilcoxon test for connected samples, Spearman rank correlation coefficient.

Characteristics of the sample:
The study was conducted in two stages. At the first stage, 137 students were interviewed. The sample included 83 girls and 54 boys, aged 19 to 22 years, who studied through the contact form of education in the University classrooms. At the second stage, the same students were tested using the previously mentioned methods after studying in a distance format for 3 months.

Results:
Mathematical analysis of the data has shown that there are significant differences in the level of achievement motivation in different forms of training (p=0.002). It has been found that regardless of the form of education, students are motivated to achieve success (p=0.04).
A detailed analysis of the predominating motives in educational and professional activities characteristic of each student revealed significant differences in the level of motivation to avoid failure (p=0.041), as well as motives for creative self-realization (p=0.001) and social motives (p=0.004). Regardless of the form and duration of training, students are dominated by the motives of creative self-fulfillment in educational activities. During regular classes, communicative, social and educational-cognitive motives also prevail. Students focused on achieving success are dominated by educational and cognitive motives (r=0.319; p=0.027) and motives of creative self-realization (r=0.301; p=0.038). In classroom training, students' learning activities are dominated by the motivation to avoid failure (r=-0.370; p=0.010) and social motives (r=-0.406; p=0.004).

Conclusions:
Students aged 19-22 devote most of their time to educational and professional activities. Regardless of the form of education, professional motives are important for students.

In regular training in the motivational sphere of students, almost all types of educational and professional motivation are represented with the predominance of motives for creative self-fulfillment, social, communicative, educational, and cognitive motives with a pronounced motivation for success. However, the motivation to avoid failure is only typical of students studying in classrooms.
In distance learning, students with a strong motivation to achieve success are dominated by the motives of creative self-realization and educational and cognitive motives.

Keywords:

Specifics of the Motivational Sphere in Students, regular class and in distance learning, Motivational Sphere in Students in Different Forms of Education.