FEATURES OF MOTIVATION FOR EXTRA-CURRICULAR ACTIVITIES IN ADOLESCENT STUDENTS

Abstract

The study analyzed the features of adolescents' motivation for learning and extracurricular activities. Two stages of the survey were conducted (September 2024 - February 2025) among students in grades 5-9 of the private school (Kyiv). The methods of bibliosemantic analysis, analysis and synthesis, generalization, graphic and statistical analysis were also used. The study used questionnaires, one of which was aimed at assessing the level of students' motivation (including a modified version of the A.A. Rean methodology), and the second - at determining interests in four main types of extracurricular activities: sports, analytical, creative and communicative, and socially useful. According to the survey results, there is evidence that at the beginning of the school year, most students demonstrated high motivation to achieve success, but later, during the school year, the level of clearly expressed motivation decreased, which may be associated with stress factors, changes in the educational process, and the influence of extracurricular activities. Students in grades 5-7 showed a high interest in creative, communicative and socially useful activities, while students in grades 8-9 were more interested in sports and analytical activities. A repeat survey in February 2025 showed changes. Students in grade 8 were more focused on socially useful activities, while 9th graders showed an increased interest in analytical activities. At the same time, the overall level of “motivation to achieve success” decreased, and the number of students with an “unclear motivational pole” increased. The study confirmed the important role of extracurricular activities in forming academic motivation. When students were involved in sports activities, their leadership qualities developed, analytical activity increased their level of purposefulness, and creative and socially useful initiatives strengthened teamwork and social skills. It was found that autonomy in choosing activities positively affects students’ intrinsic motivation. However, the study had certain limitations, such as the influence of socio-psychological conditions, war, and possible changes in the health status of students. Further research is needed to determine the long-term impact of extracurricular activities on student motivation in different socio-cultural settings.