Вплив стилю педагогічного спілкування на мотивацію учіння молодших школярів

The article presents the results of an empirical study on the relationship between pedagogical communication styles and the learning motivation of primary school students. Pedagogical communication style is considered as a complex of stable, time-consistent, individually unique, and trans-situational methods, techniques, and expressive characteristics of teacher-student interaction, determined by the teacher's motivational and value dispositions. To diagnose the pedagogical communication styles of primary school teachers, the "Interaction Style of Educational Process Participants" questionnaire (V. Simonov) and the "Pedagogical Communication Style" methodology (A. Maisky, O. Kovalyova) were employed. The level of learning motivation in primary school students was assessed using the "School Motivation Level Assessment Questionnaire" (N. Luskanova) and the "Study of Learning Motivation" methodology (M. Ginzburg). The findings confirmed the hypothesis that pedagogical communication style affects the structure and content of learning motivation in primary school students. It was found that in classrooms led by teachers with a democratic communication style, students are more focused on the content and process of learning (as indicated by a strong cognitive motive) and on their relationships with the teacher, to whom they feel responsible (duty motive). In classrooms led by authoritarian teachers, students show less orientation toward the learning process and content, maintaining a stronger gaming motivation and a relatively weaker cognitive motivation. However, they exhibit a pronounced future-oriented motive, reflecting the authoritarian teacher's influence. The liberal communication style was found to be the least conducive to developing learning motivation, as the absence of clear rules and guidance, along with the unpredictability of teacher reactions, disorients students and reduces their engagement in learning activities. These results suggest that the pedagogical communication style shapes the psychological climate in the classroom, which either stimulates or hinders students' cognitive activity. The findings highlight the importance of a humanistic approach to pedagogical interaction, based on respect, encouragement of initiative, and the creation of a comfortable learning environment that fosters personal growth in primary school students.