BALANCE OF INTRINSIC AND EXTRINSIC MOTIVATION IN THE MOTIVATIONAL PROFILE OF ADOLESCENTS’ LEARNING ACTIVITY

Abstract

The article presents a theoretical and empirical analysis of the motivational profile of modern adolescents. The relevance of the study is обусловлена transformations in the educational environment and changes in the factors shaping intrinsic and extrinsic motivation among ninth-grade students who are in a situation of professional selfdetermination. The aim of the study is to identify dominant types of learning motivation and to determine the main sources of social influence on adolescents’ choices. The methodological framework is based on the concepts of S. D. Maksymenko, the motivation theory of S. S. Zaniuk, and developmental approaches of M. V. Savchyn and M. Y. Varia. The empirical study was conducted in February 2026 among 29 ninth-grade students in Mykolaiv using an online survey. The results revealed an imbalance in the motivational structure with a predominance of external factors. The main determinants of activity are orientation toward financial success (75.9 %) and social approval (75.8 %). At the same time, intrinsic cognitive motivation is weakly expressed: only 13.7 % of adolescents demonstrate readiness to overcome intellectual challenges. A tendency toward early professionalization was identified (41.4 % plan to enter colleges), which is associated with the desire for rapid social status change. A contradiction was found between declared autonomy (72.4 %) and dependence on media influence (58.6 %) and external pressure (55.2 %), indicating the formation of a “situational identity”. The necessity of harmonizing intrinsic and extrinsic motives for personality development is substantiated. The practical significance lies in the application of the findings for developing psychological and pedagogical support programs aimed at strengthening intrinsic motivation and fostering conscious professional choice