SELF-MOTIVATION COMPETENCE OF STUDENTS IN HIGHER EDUCATION ENROLLED IN DISTANCE LEARNING PROGRAMS DURING WAR

Abstract

The article provides a theoretical analysis of the essence and structure of self-motivational competence of higher education applicants engaged in distance learning under martial law in Ukraine. The study’s relevance is driven by transformational processes in the country’s higher education system, relocations of institutions, and higher psycho-emotional burdens on students due to stress, danger, and uncertainty. It is substantiated that self-motivation is a key factor in effective self-organization and self-regulation. The main internal and external factors of forming self-motivational competence are analyzed, with value-semantic orientations of a personality playing a leading role. The study defines the importance of subject-subject interaction among participants in the educational process as a condition for building self-efficacy and sustaining the motivational activity of university students. The paper reveals how intrinsic and extrinsic motivation affect students’ learning, their adaptation to distance learning, and academic success levels. It is clarified that intrinsic motivation ensures more stable activity and promotes a deeper assimilation of knowledge, whereas extrinsic motivation serves an auxiliary regulatory function. Particular attention is given to the transformation of students’ motivational sphere during learning, and the role of a posteriori experience as a factor in self-motivation development. It is proven that positive and negative experiences, given adequate reflection, help form adaptive behavioral strategies, increase resilience, and optimize the use of psycho-emotional resources in today’s wartime context in Ukraine.