Vol. 54 No. 3 (2026): Published on September 30, 2026.
DOI https://doi.org/10.18799/26584956/2026/3/2184
Individualization of the educational trajectory of students based on the diagnostics of learning motivation
Relevance. Differences in school preparation and individual learning styles, especially pronounced among first-year students, make the individualization of the educational trajectory a relevant task. Since the stability of such a trajectory is determined primarily by learning motivation, valid psychodiagnostic methods are appropriate for its assessment. Aim. To determine the structure of learning motivation among first-year students of a technical university using the Academic Motivation Scale and to substantiate the use of diagnostic results as a basis for selecting elements of an individualized educational trajectory. Methods. A survey of 64 first-year students of technical programs using the Academic Motivation Scale; processing of results across seven motivation scales; calculation of the share of students with above-average agreement on each scale. Results. Cognitive motivation prevails among most respondents (61.8%), followed by achievement (55.9%), self-development (47.1%) and selfesteem (41.2%) motivation. The predominance of intrinsic motivation is considered as a resource for building an individual educational trajectory based on the link between academic disciplines and the future profession. It is shown that the data on the group motivational profile can serve as a basis for differentiating pedagogical approaches.
For citation: Levin S.M., Isakov A.M. Individualization of the educational trajectory of students based on the diagnostics of learning motivation. Journal of Wellbeing Technologies, 2026, vol. 54, no. 3, pp. 151–159. https://doi.org/10.18799/26584956/2026/3/2184
Keywords:
individualization of learning, educational trajectory, learning motivation, academic motivation scale, motivational profile, technical university students
References:
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