MOTIVATION IN THE STRUCTURE OF EMOTIONAL INTELLIGENCE OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

The article reveals the content and essential signs of motivation as a component of emotional intelligence and the driving force of professional and personal growth of future primary school teachers. The essence of the concepts “motive”, “motivation”, “self-motivation” is defined, the mechanism of motive formation and the place occupied by needs and emotions in this scheme are described. The functions and types of motivation (external and internal; positive and negative; stable and unstable) are characterized. Self- motivation is interpreted as the ability to create the appropriate psycho-emotional states in oneself, which activate the desire to act, encourage activity, and use the energy of emotions to achieve the desired results and success. The connection of self-motivation with volitional processes is shown. The algorithm for implementing the self-motivation process is considered. The meaning of the concept of “procrastination” is revealed, which refers to the habit of postponing important matters that cause negative emotions “for later”, which ultimately leads to negative life consequences. The methods of determining actual goals and building an action plan (SWOT analysis, SMART method, Walt Disney method), self-motivation methods (visualization of the result in the form of records, photos, wish maps, dream visualization boards; methods of combating procrastination; affirmation as a form of self-suggestion) are described, which are used in work with future teachers of the primary level of education with the aim of forming in them a positive motivational attitude towards successful activities.