Study of motivation, reflection, emotional and cognitive states in the perception of training situation.

Abstract

The problem of the correlation of cognitive and emotional states with the characteristics of educational motivation, as well as the role of reflection in the process of assimilating new information by students, remains marginally studied because of its versatility. The aim of our study was to search for differences in the structure of relationships between the cognitive and emotional states experienced by students during the lesson, the characteristics of training motivation and indicators of reflection when a new lesson is perceived as unclear and when the topic seems clear. The study used test questionnaires of cognitive states relevant to the objectives of the study. The study involved boys and girls aged 17-18.