„Защо съм в училище?“: изследване на мотивацията за учене
“Why am I in School?”: Research on Motivation to Learn

Summary/Abstract: The demographic crisis in Europe and in Bulgaria in particular, necessitates an economically active population that has mastered the necessary knowledge, skills and level of ingenuity to work twice as hard. The need for education that develops a cognitive mindset for critical thinking, analysis, synthesis, generalization and transfer of knowledge has also been recognized (National Research Council, 2012; OECD, 2016). These circumstances create conditions for pressure and high expectations of society towards the educational system. In this context, among the governmental strategies and policies, the PISA reports and the employers‘demands, the student’s motivation to learn remains unclear. In fact, it is the reasons for going to school, being in class, studying for a subject or for an exam that predict academic achievements (Carbonneau, Vallerand, & Lafreniere, 2012; Jang, Kim, & Reeve, 2012) and school dropout (Vallerand, Fortier, & Guay, 1997; Hardre & Reeve, 2003). Indeed, academic motivation is a key aspect of schooling where children with distinct beliefs, learning goals and needs have to meet the expectations of teachers, parents, employers, classmates, etc. The primary focus of this research is to describe the academic motivation of students in fifth to twelfth grade. In addition, the motivational dynamics between grades will be traced cross-sectionally.

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