The dissertation presents the findings of a theoretical and empirical analysis of the
socio-psychological factors underlying motivation for foreign language learning in young
adults, examined through the lens of multimedia technology integration, with
consideration of cognitive, emotional, social, behavioural, and educationalmethodological
determinants. The study is situated at the intersection of social
psychology, educational psychology, and developmental psychology, reflecting an
inherently interdisciplinary approach to the phenomenon of motivational development
within the context of the digital transformation of the educational environment.
The study addresses a well-documented contradiction: although contemporary
Ukrainian university students demonstrate high levels of technological readiness (? =
68.5, ?? = 8.9) and awareness of the importance of foreign language proficiency (? =
66.1, ?? = 9.8), these dispositions do not translate into stable intrinsic motivation for
systematic language learning. Empirical data further revealed that more than half of the
sample (55.6%) reported elevated levels of foreign language anxiety – a factor that
inhibits cognitive engagement and impedes the development of perceived competence.
A core psychological-pedagogical problem was identified: the dissociation
between students' cognitive awareness of the value of foreign language competence and
their actual learning behaviour. In the context of European integration and globalisation,
a foreign language has become a vehicle for intercultural communication and professional
development, which renders the cultivation of intrinsic motivation – grounded in
cognitive interest and emotional engagement – a pressing educational priority. Analysis
of existing scholarship revealed a fragmentation of approaches: prior studies have tended
to address cognitive strategies, emotional barriers, or technological innovations in
isolation, without conceptualising motivation as an integrated, multilevel system in which
cognitive, emotional, social, behavioural, and technological factors interact dynamically.
The theoretical framework synthesises several complementary perspectives: Self-
Determination Theory (Deci & Ryan), which explains intrinsic motivation through the
satisfaction of three basic psychological needs – autonomy, competence, and relatedness;
the ARCS model (Keller), which identifies the psychological conditions for sustaining
motivation – attention, relevance, confidence, and satisfaction; the Cognitive Theory of
Multimedia Learning (Mayer), which elucidates the mechanisms through which digital
technologies influence learning by optimising the integration of verbal and visual
information channels; the SAMR model (Puentedura), which delineates levels of
technology integration from substitution to transformation; and the humanistic approach
(Rogers, Weimer), which foregrounds learner-centred instruction. Methodologically, the
study adopted a systems approach that treats motivation as a holistic dynamic structure
in which cognitive, emotional, social, behavioural, and technological components are
mutually constitutive.
Building on this framework, motivational development is conceptualised as a
multilevel psychological system integrating five interrelated components: cognitive
(reflexivity, metacognitive strategies, goal awareness); emotional (affective engagement,
satisfaction, resilience); social (interpersonal interaction, group support, cultural
openness); behavioural (learning activity, consistency, autonomy); and educationalmethodological
(technological readiness, receptivity to innovation, perceived
competence). Motivation itself is defined as a dynamic, multicomponent system of
internal and external drives that determine the direction, intensity, and stability of learning
activity, integrating cognitive (goal awareness), affective (emotional engagement), and
conative (behavioural activity) dimensions.
