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https://doi.org/10.53656/for2025-05-03

2025/5, стр. 589 - 599

THE CONCEPTUAL MODEL OF CONTENT ANALYSIS OF APPLICANTS’ INTERNAL MOTIVATION IN ENTRANCE ESSAYS

Natalia Zhadko
OrcID: 0000–0003–2425–6708
E-mail: njadko@gmail.comnjadko@gmail.com
Department of Economics and Management
Institute of Economics Management and Law
MGPU

Резюме: The article discusses the methodological foundations and the sequence of developing a model for assessing the internal motivation of applicants to the master’s program in “Business Pedagogy” at MGPU. An analysis of sources revealed that approximately 30% of students in higher education institutions in various countries do not complete their studies. Research confirms that one of the contributing factors is a low level of intrinsic motivation among applicants and students in general. The ability to identify internal motivation at the selection stage can help reduce the number of students dropping out during their studies. Within this work, the author developed and proposed a conceptual model and an assessment method based on analyzing entrance motivational essays.

Ключови думи: motivational essay; internal motivation; structure of internal motivation; conceptual modeling; conceptual model of internal motivation; content analysis of internal motivation in the texts of entrance essays of master’s applicants

Problem

Recent studies worldwide over the past few years reveal a consistent trend: a significant portion of students beginning their master’s studies do not complete the program. Statistical data from various countries indicate that the completion rate for master’s programs is approximately 70–80%, meaning that about 20 – 30% of students do not reach the final stage. These figures vary slightly depending on the country and region. For example, the European University Association (EUA,2021) notes that in Europe, roughly 20 – 35% of students have academic debts or do not complete their master’s degree within the prescribed timeframe. International reports from OECD (2022) show that in European and North American countries, around 25 – 30% of students, for various reasons—from personal circumstances to academic difficulties – do not finish their studies. In the United States, dropout and interruption rates among master’s students can reach about 30%, while in European countries, they are around 20 – 25% (EUA 2021; OECD 2022).

According to the Ministry of Education and Science of the Russian Federation (2021), the situation in Russia is similar: the completion rate for master’s programs is approximately 70–75%. This means that about a quarter to a third of students, for various reasons such as changing professional directions or needing to take a break from studies do not finish their education (Ministerstvo nauki i vysshego obrazovaniya RF 2021).

A similar pattern has been observed in the “Business Pedagogy” master’s program at Moscow City University (MGPU) over the past eight years: depending on the year of graduation, “losses” amount to about one-third of the total intake. This situation is objective and causes concern.

Reasons

What key reasons for the non-completion of a two-year master’s program can be identified from international research? They clearly demonstrate that low motivation, lack of specific goals in studies and career, as well as insufficient understanding of the chosen specialization by applicants, significantly increase the risk of dropping out of graduate studies (Li & Wang 2022; Mayring 2014; Ryan & Deci 2000a). One of the main reasons why students do not complete their master’s degree is considered to be low motivation, both intrinsic and extrinsic.

Intrinsic motivation is understood as the desire to learn for personal development, interest in the content of studies, and the need for professional growth. Research shows that students with high intrinsic motivation are more likely to successfully complete their master’s programs because they are more resilient to difficulties and have a strong desire to achieve their goals (Li & Wang 2022; Mayring 2014; Ryan & Deci 2000a). Extrinsic motivation, on the other hand, is usually associated with the desire to obtain a diploma to improve employment prospects or at the request of an employer, and is often a motivating factor for enrolling in a master’s program.

However, as several studies have shown, external motivation combined with insufficient internal motivation leads students to quickly lose interest and drop out, especially when various barriers arise – including cognitive (lack of clear goals and understanding of professional orientation), psychological (fear of failure or low self-esteem), social (lack of support from family and employer), pedagogical (lack of support from instructors, inflexible study schedules, weak individualization of the learning process), and financial difficulties (Mayring 2014).

Thus, the results of conducted research directly indicate that internal motivation can be considered as a predictor or determining motivational factor that helps overcome difficulties encountered during studies and guides goal-setting towards completion.

It also seems necessary to note that internal motivation can be viewed not only as a predictor of continuation and completion of the learning process but also as a predictor in decision-making about enrolling in a master’s program at the stage of submitting documents to the university and writing the entrance essay.

Hypothesis

It can be assumed that internal motivation of master’s program applicants is most clearly expressed in the content of the motivational entrance essay and can be considered as one of the factors facilitating the overcoming of cognitive, psychological, social, pedagogical, and even financial difficulties during the learning process. In turn, internal motivation plays an important role in the successful completion of the student’s educational program.

The aim of the research is to determine the potential of the entrance motivational essay as a subject for analyzing internal motivation and long-term learning goals of master’s applicants, particularly applicants to the “Business Pedagogy” master’s program at MGPU.

Research objectives

1. To define the methodological and conceptual foundations for identifying internal motivation and long-term learning goals of master’s program applicants.

2. To develop an analysis tool for assessing the internal motivation of applicants to the “Business Pedagogy” master’s program at MGPU as a predictor of successful learning outcomes and program completion.

Research Methodology

To develop the methodological and conceptual foundations aimed at identifying internal motivation and long-term learning goals of master’s applicants, the authors relied on the following theoretical approaches:

1. A.N. Leontyev’s Theory of Labor and Educational Activity.

This renowned psychologist and theorist of activity-based approaches emphasized the study of motivation as a complex system of internal meanings, goals, and values that determine personality orientation and activity. Leontyev highlighted that internal motives and preferences shape an individual’s choices, the nature, and content of their activities, as well as influence success in learning and professional development (Leontiev 2005).

2. Self-Determination Theory (Autonomy) by R. M. Ryan and E. L. Deci.

The authors consider three innate basic needs that underpin internal motivation:

2.1. The need for self-determination (autonomy), feeling like an initiator of one’s actions and having control over them;

2.2. The need for competence – striving for effectiveness and results;

The need for relatedness — interaction with others (Ryan and Deci 1995, 2000a, 2000b, 2017; Ryan, Deci, Vansteenkiste and Soenens 2021)

3. Research shows that intrinsic motivation promotes greater persistence, resilience in overcoming difficulties, initiative, and creativity.

Methodological Foundations

For analyzing internal motivation and long-term goals of applicants to the “Business Pedagogy” master’s program at MGPU, content analysis was chosen – a widely used method for qualitative and quantitative analysis of texts based on identifying key words and phrases (Vinohodova 2015; Pashinyan 2015; Tarshis 2012; Krippendorff 2018; Kuo & Chiu 2021).

The structure of content analysis according to M. Bengtsson includes four main stages:

1. Decoding – extracting meaningful units from the original texts;

2. Recontextualization – adapting these units to fit the research objectives within their context;

3. Categorization – organizing elements into systematic groups;

Compilation – presenting the analysis results in a new structured form (Bengtsson 2016).

4. The purpose of applying content analysis in this study was to develop a conceptual model for analyzing internal motivation expressed in applicants’ entrance essays.

Features of Motivation Assessment

Within the total score for the motivational essay – 200 points – the motivational component accounts for 40 points. This part can have a decisive influence during the competitive selection process. However, previously used evaluation criteria for this component were general and did not allow for an accurate assessment of the applicant’s level of internal motivation. Therefore, developing more precise analysis methods would improve objectivity in evaluating motivational aspects during candidate selection.

Conceptual Modeling and Development of the Analysis Tool

The conceptual modeling in this study was conducted in four stages.

In the first stage, the main components of the internal motivation analysis model, based on Ryan R. M. and Deci E. L., were identified and described as follows:

1. The need for self-determination (autonomy), manifested in the necessity to initiate one’s own actions and independently control one’s behavior;

2. The need for competence, which is expressed through autonomous goalsetting, striving for effectiveness and efficiency in actions, and expertise;

3. The need for relatedness with others, demonstrated by an awareness of the importance of belonging to a group with shared goals and interests, and collaboration.

In the second stage, based on these three groups of needs that define internal motivation, the main characteristics of internal motivation were identified and grouped. The results are presented in Table 1: Structure and Content of Internal Motivation.

Table 1. Structure and Content of Internal Motivation

Structure ofInternal MotivationCharacteristicsof Internal MotivationNeed for Self-Determination1) Internal drivers of learning: values, motivation for development,desire to solve specic problems, implement their ideas.2)Awareness of their strengths and weaknesses.3) Thoughtful choice of the program and university (learningopportunities, university reputation, research possibilities).4) Expectations from education (skills, experience, knowledge).5) Expectations from education (practical orientation, academicachievements, research work).6)Alignment of personal goals with the educational program.7) Genuine interest in learning opportunities.Need forCompetence1) Goals and professional aspirations related to the professionaleld, practical application of knowledge.2)Ability to present one’s own position and personal achievements.3) Understanding of one’s own accomplishments and the learningopportunities for their development.Need forRelatedness withOthers1) Expectations from education (interaction with instructors andclassmates).2) Opportunity to share new information and new opportunities withcolleagues.

In the third stage, the structure and content of internal motivation for learning were correlated with possible formulations in the motivational essay. The results obtained are reflected in Table 2: Structure, Content, and Formulations of Internal Motivation. It is worth noting that Table 2 visually demonstrates the connection between the formulations and the structure of motivation. At the same time, we emphasize that generic phrases without examples, personal stories, arguments, or template responses—such as “studying is good” or “self-development always helps”—may indicate a lower level of internal motivation or its complete absence.

Table 2. Structure, Content, and Formulations of Internal Motivation

Structure ofInternal MotivationCharacteristics ofInternal MotivationPossible formulations indicatinginternal motivationNeed for Self-Determination1) Internal driversof learning: values,motivation fordevelopment, desire tosolve specic problems,implement their ideas.2) Awarenessoftheir strengths andweaknesses.3) Thoughtful choice of theprogram and university(learning opportunities,university reputation,research possibilities).4) Expectations fromeducation (skills,experience, knowledge).5) Expectations fromeducation (practicalorientation, academicachievements, researchwork).6)Alignment of personalgoals with the educationalprogram.7) Genuine interest inlearning opportunities.– I have always been passionate aboutthis eld…– The opportunity to develop in…inspires me.– I strive for continuous self-improvement…– My desire is to understand moredeeply…– I implemented a project/initiativerelated to… because I am interestedin it.– For me, learning is an opportunity torealize my ideas/plans.– Personal stories: mentions ofspecic events, experiences, or peoplethat inuenced my choice.– It is important for me…– I understand the importance of thiseducation for my development.– I realize that learning will help mebecome better both as a specialist andas a person.– This course is an important step inmy personal growth.– I am aware of my strengths andwant to develop them further througheducation.Need forCompetence1) Goals and professionalaspirations related to theprofessional eld, practicalapplication of knowledge.2)Ability to present one’sown position and personalachievements.3) Understanding of one’sown accomplishments andthe learning opportunitiesfor their development.–After completing, I plan to work in… /to implement…– My goal is to become an expert inthe eld of…– I intend to apply the knowledgegained for…– I chose this particular coursebecause…– I independently selected…; decidingto take this course was a consciouschoice.– I understand that this education willrequire time and e󰀨ort from me.
Need forRelatednesswith Others1) Expectations fromeducation (interactionwith instructors andclassmates).2) Opportunity to sharenew information andnew opportunities withcolleagues.– I want to nd like-minded people todevelop my ideas/project.– I want to receive expertise fromprogram leaders and instructors on myideas and projects.

The fourth stage of the conceptual modeling completed the development of the internal motivation conceptual model by assigning scores to each component, based on the 40-point evaluation scale for motivation in the entrance essay. The results of the fourth stage are presented in Table 3: Internal Motivation Scale in the Evaluation of Entrance Motivational Essays.

Since the need for self-determination (autonomy) indicates awareness of personal and professional interests, intentions, capabilities, and limitations, and is represented by the broadest range of possible features and formulations, this component was allocated 20 points. That is, an applicant demonstrating – or not demonstrating – in the entrance motivational essay signs of awareness and selfdetermination can receive a score ranging from 0 to 20 points. The components of internal motivation – namely, the need for competence and the need for relatedness with others – were each assigned 10 points.

Thus, the mere presence of formulations indicating one or all groups of motivation components in the text of the entrance essay allows for a score ranging from 0 to 40 points in total. In the context of competitive selection for admission to the master’s program in “Business Pedagogy,” where each point awarded provides every applicant with an opportunity to pass the selection process and be admitted to the program, every motivational point plays a significant role in evaluation. Moreover, well-argued and substantiated scoring helps ensure fairness and transparency in the assessment process. At the same time, a qualitative analysis of applicants’ internal motivation is important for program managers and instructors, as it allows for forecasting each master’s student’s chances of successfully passing the process and completing their studies at the stage of evaluating their motivational essay.

Table 3. Internal Motivation Scale in the Evaluation of Entrance Motivational Essays

Structureof InternalMotivationCharacteristics ofInternal MotivationPossible formulations indicatinginternal motivationThescoresNeed for Self-Determination8) Internal driversof learning: values,motivation fordevelopment, desire tosolve specic problems,implement their ideas.9) Awarenessoftheir strengths andweaknesses.10) Thoughtful choiceof the program anduniversity (learningopportunities, universityreputation, researchpossibilities).11) Expectations fromeducation (skills,experience, knowledge).12) Expectations fromeducation (practicalorientation, academicachievements, researchwork).13)Alignment of personalgoals with the educationalprogram.14) Genuine interest inlearning opportunities.– I have always been passionateabout this eld…– The opportunity to develop in…inspires me.– I strive for continuous self-improvement…– My desire is to understand moredeeply…– I implemented a project/initiative related to… because I aminterested in it.– For me, learningis an opportunityto realize my ideas/plans.– Personal stories: mentions ofspecic events, experiences, orpeople that inuenced my choice.– It is important for me…– I understand the importance ofthis education for my development.– I realize that learning will help mebecome better both as a specialistand as a person.– This course is an important stepin my personal growth.– I am aware of my strengthsand want to develop them furtherthrough education.20Need forCompetence4) Goals and professionalaspirations related tothe professional eld,practical application ofknowledge.5)Ability to presentone’s own position andpersonal achievements.6) Understanding of one’sown accomplishmentsand the learningopportunities for theirdevelopment.–After completing, I plan to workin… / to implement…– My goal is to become an expertin the eld of…– I intend to apply the knowledgegained for…– I chose this particular coursebecause…– I independently selected…;deciding to take this course was aconscious choice.– I understand that this educationwill require time and e󰀨ort from me.10
Need forRelatednesswith Others3) Expectations fromeducation (interactionwith instructors andclassmates).4) Opportunity to sharenew information andnew opportunities withcolleagues.– I want to nd like-minded peopleto develop my ideas/project.– I want to receive expertise fromprogram leaders and instructors onmy ideas and projects.10

Thus, the analysis of sources showed that the problem of incomplete education has an objective nature, affecting various universities and training programs in different countries worldwide, with dropout rates reaching up to 30%. Despite the diversity of personal and organizational issues hindering completion, the source analysis led to the conclusion that internal motivation is one of the predictors of successful learning and completion of formal multi-year education, including master’s programs. This allowed us to propose and substantiate a hypothesis forming the basis of the developed conceptual model: identifying internal motivation to learn at the selection stage can help reduce student attrition during the training process.

The conceptual model for content analysis of internal motivation among applicants to the master’s program “Business Pedagogy” at MGPU was developed through a sequential implementation of four stages. At the first stage (based on Ryan R. M. and Deci E. L.), the methodological foundation of the conceptual model was established, consisting of three main components: need for self-determination (autonomy), need for competence, and need for relatedness with others. In the second stage, signs of internal motivation were identified and formulated for each component, enabling us to speak about a conceptual model of applicants’ internal motivation. The third and fourth stages served as practical instrumental steps. In the third stage, formulations corresponding to the internal motivation model were selected. The instrumental stages concluded with the fourth stage—development of an assessment scale for internal motivation and scoring for each component of the model.

Thus, the content analysis methodology allowed the author to develop a model of internal motivation as a practical tool for analyzing texts of applicants’ motivational essays for admission to MGPU’s master’s program “Business Pedagogy.”

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КАКВО Е КУРОРТ?

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ОВАКАНТЯВАНЕТО НА КАНОНА

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LA DIDACTIQUE DU FLE À LA CROISÉE DES SCIENCES COGNITIVES ET DISCURSIVES

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ПЕДАГОГИЧЕСКАЯ ИННОВАТИКА В ДЕЙСТВИИ

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PUBLIC AWARENESS OF DYSLEXIA IN BALKAN COUNTRIES

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СЕМАНТИЧНИ РЕЛАЦИИ В РАМКИТЕ НА МНОГОКРАТНАTA ХИПЕРОНИМИЯ В УЪРДНЕТ

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ПРОБЛЕМИТЕ НА ЛИНГВОДИДАКТОЛОГИЯТА В ПРОСТРАНСТВЕНО-ВРЕМЕВАТА СИТУАЦИЯ НА ХХI ВЕК

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И НЕКА Д УМИТЕ ГОВОРЯТ. . . (Портрет на един бележит учен)

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НОВИ ОБРАЗОВАТЕЛНИ ХОРИЗОНТИ

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ДИАЛОГ НА КУЛТУРИТЕ

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СВЕТЪТ КАТО СЛОВО

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СТЕФАНА ДИМИТРОВА

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Стефана Димитрова

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УВАЖАЕМИ КОЛЕГИ

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СБОРНИК В ЧЕСТ НА ПРОФ. МАРИЯ КИТОВА

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«Ñîâðåìåííûå ïåäàãîãè÷åñêèå òåõíîëîãèè »

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Сфера научных интересов

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ЗА ДУМАТА ЦИВИЛИЗАЦИЯ

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Димитър Веселинов

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Йосиф Каменов

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Elena Alekova

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LA LANGUE DANS L’OEIL ET LA PEAU

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Борис Тимофеевич Евсеев – поэт, прозаик, эссеист. Лауреат премии Правительства Российской Федера- ции в области культуры и премии «Ве- нец», Бунинской, Горьковской и многих других литературных премий. Получил музыкальное, литературное и жур- налистское образование. В советское время публиковался в Самиздате. Ав- тор 15 книг прозы. Переводился на английский, болгарский, голландский, испанский, итальянский, китайский, немецкий, эстонский, японский и др.

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MIGRATING MEMORIES

Irina Peryanova

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ЕЗИКЪТ – НАУКА И ПРАКТИКА

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ОЦЕНЯВАНЕТО ОТ РОДИТЕЛИТЕ – ВЪЗМОЖНОСТИ И ПРЕДИЗВИКАТЕЛСТВА

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ПАДНАЛИТЕ АНГЕЛИ

Мони Алмалех

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ИЗ ДЕБРИТЕ НА ПОРТУГАЛИСТИКАТА

Весела Чергова. (2012). Конюнктивният имперфект в съвременния пор-

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Ботева, С., Кръстева, Ж. & Железарова-Сариева, А. 100% успех. Матура по френски език. София: Просвета. 298 с. ISBN: 9789540126258

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ПОЛИТИЧЕСКАТА РЕЧ – МОДЕЛИ НА ПОВЕДЕНИЕ И КОМУНИКАЦИЯ

Владислав Миланов, Надежда Михайлова-Сталянова. (2012). Езикови портрети на български политици. Част първа. София: УИ „Свети Климент Охридски“. 230 с. ISBN 978-954-07-3323-4

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Идея проекта «Открытая линия» - популяризация современных тенденции, исследования и анализы ведущих ученых в сфере обучения русскому языку как иностранному, а также - обмен опыта между болгарскими учителями. Проект реализируется Национального издательства «Аз Буки» - часть Ми- нистерство образования и науки Болгарии, вместе с фондом «Русский мир». Сегодня – благодаря мастер-классов, у нас есть исключительная возможность познакомится с новейшими разработками ведущих ученых и мето

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ЧУЖДОЕЗИКОВО ОБУЧЕНИЕ МЕЖДУ ТРАДИЦИИ И ИНОВАЦИИ, МЕЖДУ ОБРАЗОВАТЕЛНА ТЕОРИЯ И УЧЕБНА ПРАКТИКА

Чуждоезиковото обучение в съвременната образователна парадигма – теория, практика, перспективи. Велико Търново: Ивис, 2011, 277 с.

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COMPOUND VERBS FROM А COGNITIVE AND SEMANTIC PERSPECTIVE

Bagasheva, Alexandra. (2012). Refl ections on Compound Verbs and Com-

ТЕАТРАЛЬНАЯ АТМОСФЕРА В КЛАССЕ

Тодорова, Румяна В. Димитрова, Розалина И

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ЗА УЧИТЕЛЯ И ЧОВЕКА ЧУДОМИР – АНАЛИЗ НА ЗАПИСКИТЕ МУ ЗА ЕДНО ПЪТУВАНЕ В ТУРЦИЯ

Мевсим, Хюсеин. Пътуването на Чудомир в Турция (1932). Пловдив: „Жанет 45“, 2012, 200 с. ISBN 978-954-491-785-2 Милена Йорданова

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Peter Doyé. Lernen in zwei Sprachen. Deutsch im bilingualen Kindergarten. Hildesheim – Zürich – New York: Georg Olms Verlag AG, 2012, 110 S. ISBN 978-3-487-08870-9

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LES MOYENS SYNTAXIQUES DU RHEME EN RUSSE

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Аспарух Аспарухов

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НА УЧИТЕЛЯ – ЛИЧНО

90 ГОДИНИ ОТ РОЖДЕНИЕТО НА ПРОФЕСОР ЖАНА МОЛХОВА

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Даниела Кожухарова Николай Николов Михов е роден на 30 април 1942 г. в семейството на индустриалец. През 1956 г. заминава за София, за да учи в гимназия. Изу- чава руски и френски език, към които добавя факултативните латински, немски и английски. Учи неуморно и до днес. Професор-полиглот, който по време на кандидатстудентските кампа- нии, докато проверява работите по френски език, по време на кратката си почивка попълва тестовете по немски и по испански език, показвай

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Цветанка Панова

РЕТРОСПЕКТИВНА БИБЛИОГРАФИЯ RETROSPECTIVE BIBLIOGRAPHY

Преди 50 години Симеонов, Йосиф. Някои трудности при изучаване на френски език. С., Наука и изкуство, 1962, 84 с. Методика на обучението по френски език в средния курс на общообра- зователните училища: Учебник за учит. инст. за прогимназ. учители / Валерия Карабаджева. София: Народна просвета, (1962), 192 с. Нагледна граматика на немски език / Жана Николова-Гълъбова. Со- фия: Народна просвета, 1962, 243 с. : с табл., 2 л. табл. Българско-немски речник / Александър Дорич, Герда Минкова, Стефан

КНИГИ И ПЕРИОДИЧНИ ИЗДАНИЯ, ПОЛУЧЕНИ В РЕДАКЦИЯТА BOOKS AND PERIODICALS RECEIVED

Ботева, С., Ж. Кръстева, А. Железарова-Сариева. 100% успех. Матура по френски език. София, Просвета, 298 с. Легурска, П. Семантичен речник на типологичните характеристики на вторичното назоваване в руския и българския език. София, Изда- телство „Ето“, 2011, 312 с. Легурска, П. Съпоставителни лексикални анализи и основа за съпос- тавка. София, Издателство „Ето“, 2011, 228 с. Мавродиева, Ив. Политическа реторика в България: от митингите до онлайн социалните мрежи (1989–2011 г.). Автореферат н

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