Abstract:

The term 'motivation' is understood differently in alternative concepts and psychological approaches. In some, attention is paid to cognitive needs as a kind of motivational mechanism (Obuchowski, 1967, Reykowski, 1985, Reber, 2000), personality improvement (White, 1959), sense of competence (Deci, Ryan 1985, 2000), moving within a certain direction or avoidance (Gerrig, Zimbardo, 2011). People motivated by internal factors experience interest, curiosity and joy, feel competent and have a sense of self-management (Tokarz, 1999). The person has a natural tendency to act, spontaneously looking for new things and challenges, expanding and using their own resources to get to know and learn. This is done naturally, which is necessary for cognitive and social development. External motivation in the theory of Deci and Ryan (1985) means orientation on control. If a person adopts such an orientation then his behavior is controlled by the environment, which means that the person selectively choose this information and interprets it as controlling. The person works because he feels the pressure from outside, the obligation to complete the task for a specific date (Tokarz, 1999). In the concept of E. Deci and R. Ryan, amotivation was distinguished - when behavior is not regulated intentionally (Deci, Vallerand, Pelletier, Ryan, 1991). Motivation is very important in the future work of the teacher because it requires him to make independent decisions, guide others, anticipate, plan and organize time, and manage human resources.

The purpose of the study was to examining the motivation for the achievements future teachers of early school education. LMI's Inventory of Achievement Inventory by Heinz Schuler, George C. Thornton, Andreas Frintrup, and the Polish adaptation of Waldemar Klinkosz and Andrzej E. Sękowski were used in the research. Entiretly, 240 students (after specialties which prepare them to become teachers of early school education ) graduating from universities were examined.

Preliminary results of research for the spheres of Confidence, Ambition and Self-Control allowed to determine the types of motivation for achievements of students-future teachers. The presented research may lead to further research and empirical verification of conditions for the development of motivation to learn and its functions in the personality structure. Research indicates the practical value of internal and external motivation.

Keywords:

Motivation for achievements, students, early school education.