Професионално оценяване на мотивите и стимулите за учене при учениците
Professional Assessment of the Students Motivation and Incentives to Learn

Summary/Abstract: This article presents a study of the professional assessment of teachers for students leading motives to learn and the in centives to learn implemented in practice. 2655 teachers from middle and high schools have been administered an instrument construed for this purpose. According to the results obtained intrinsic motivation is leading for the learning process with some differences depending on the stage of training and the school subject. For high school students dominating is the external motivation, but in the middle school the intrinsic and extrinsic motivation are aligned. At the same time the intrinsic motivation is key for subjects like of physical culture and the arts, while the extrinsic prevails for the natural science and specific subjects. The direct incentives that teachers approach to motivate students to learn are synchronized with the motivation of students to a great extent, whereas paramount is the positive feedback (systematic promotion). The teachers in middle schools give priority to introducing a competitive element and rewards with a symbolic nature. Conversely, the rewards with real value are priority for the high school teachers. However, no specific pattern is outlined for the various school subjects.

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