Rostov-on-Don, Russian Federation
Russian Federation
Academic failure is considered an "eternal" problem of psychology and pedagogy. School failure as a phenomenon is quite common in pedagogical practice and is one of the main and important problems of many educational institutions. This article discusses some definitions of the concept of "academic failure", as well as its reasons, as a result of which the hypothesis was put forward that there is a relationship between school motivation and academic failure in primary school age. The empirical study used the methodology of "Assessment of school motivation" by N.G. Luskanova, as well as a conversation with teachers to obtain information about the progress of schoolchildren. The study involved 74 children aged from 9 to 11 years, which corresponds to the primary school age. According to the results of the study, the authors have shown that the majority of lagging behind primary schoolchildren are characterized by an average and low level of school motivation, and for those who succeed, a high and average level of school motivation. The correlation analysis revealed a negative relationship between academic failure and school motivation. The obtained research results can be used by school psychologists and teachers in working with lagging schoolchildren of primary school age to increase their motivation in order to improve academic performance
academic failure, school motivation, educational activity, primary schoolchildren
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