Мельничук М.В., Грузина Ю.М., Фирсова И.А. Формирование научно-образовательных ценностей в системе мотивации молодежи // Экономические и социальные перемены: факты, тенденции, прогноз. 2019. Т. 12. № 6. C. 260–275. DOI: 10.15838/esc.2019.6.66.15
Костина Е.Ю., Орлова Н.А., Панфилова А.О. Состояние системы ценностей как фактор аномии в современном российском обществе // Вестник РУДН. Сер. «Социология». 2018. Т.18. № 4. С. 719-730.
Кретов А.Ю. Государственная молодежная политика в современной России: формирование приоритетов и механизмов реализации // Среднерусский вестник общественных наук. Сер. «Политология». 2017. Т. 12. № 1. С. 178-184.
Коряковцева О.А. Государственная молодежная политика в современной России: развитие гражданской активности // Вестник КГУ им. Некрасова. 2013. № 2. С. 170-173.
Hung S.Y., Durcikova A., Lai H.M., Lin W.M. The influence of intrinsic and extrinsic motivation on individuals' knowledge sharing behavior. International Journal of Human-Computer Studies, 2011, vol. 69(6), pp. 415-427.
Roser M., Martin. J. A Better World. Available at: https://www.oxfordmartin.ox.ac.uk/blog/its-a-cold-hard-fact-our-world-is-becoming-a-better-place/
How can we embrace the opportunities of the Fourth Industrial Revolution? The Deloitte Global Millennial Survey 2019. Available at: https://www2.deloitte.com/global/en/pages/about-deloitte/articles/millennialsurvey.html
Three Ways Young People Are Changing the World. World Economic Forum 2016, Davos. Available at: https://www.weforum.org/agenda/2014/09/three-ways-young-people-changing-world/
Dafflon D. Youth in Russia – The portrait of a Generation in Transition. A research report by the Swiss Academy for Development (SAD), 2009. P.22.
Aithal S. Creating Innovators Through Setting Up Organizational Vision, Mission, and Core Values: a Strategic Model in Higher Education. Available at: https://mpra.ub.uni-muenchen.de/71954/ MPRA Paper No. 71954
Bell S. Project based learning for the 21st century; Skills for the future. Clearing House, 2010, vol. 83, pp. 39-43. Available at: http://dx.doi.org/10.1080/00098650903505415
Lei S.A. Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from college instructors’ perspectives. Journal of Instructional Psychology, 2010, vol. 37, pp. 153-160.
Kim K.H., Hull M.F. Effects of motivation, ACT/SAT, GPA, and SES on college choice for academically advanced students and other students. World Journal of Educational Research (Online), 2015, vol. 2, no. 2. Available at: https://pdfs.semanticscholar.org/3df2/222
Crandell T.L., Crandell, C.H., Vander Zanden J.W. Human Development (10th edition). New York: McGraw-Hill, 2012.
How People Learn II: Learners, Contexts, and Cultures. 2018. Available at: https://www.informalscience.org/sites/default/files/how%20people%20lear %20ii.pdf
Абдрахимова Р.Г. Искаженное восприятие системы ценностей современным обществом в контексте проблемы социальной апатии // Инновационная наука. 2015. №1-2. С. 157.
Deci E.L., Ryan R.M. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 2000, vol. 11, pp. 227–268.
Jang H. Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 2008, vol.100, pp.798–811. doi: 10.1037/a0012841.CrossRefGoogle Scholar
Deci E.L., Ryan R.M. Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory. In: The Oxford Handbook of Human Motivation. 2012. Available at: 10.1093/oxfordhb/9780195399820.013.0006.
Su Y.-L., Reeve J. A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 2011, vol. 23, pp. 159–188. DOI: 10.1007/s10648-010-9142-7.
Nicholson L.J., Putwain D.W. The importance of psychological need satisfaction in educational re-engagement. Research Papers in Education, 2018, vol. 33 (2), pp. 169-186.
Litalien D., Guay F., Morin A. Motivation for PhD studies: scale development and validation. Learning and Individual Differences, 2015, no. 41. DOI: 10.1016/j.lindif.2015.05.006.
Nie Y., Chua B.L., Yeung A.S., Ryan R.M., Chan W.Y. The importance of autonomy support and the mediating role of work motivation for well-being. Testing self-determination theory in a Chinese work organisation. International Journal of Psychology, 2014. DOI: 10.1002/ijop.12110.
Patall E.A., Cooper H., Robinson J.C. The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 2008, vol. 134, pp. 270–300. doi: 10.1037/0033-2909.134.2.270.
Jenny M. Hellgren J., Lindberg S. Motivating students with authentic science experiences: changes in motivation for school science. Research in Science & Technological Education, 2017, vol. 35 (4), pp. 409-426.
Ajzen I. The theory of planned behavior. Organizational Behavior and Human Decision Processes, 1991, vol. 50, no. 2, pp. 179-211. 10.1016/0749-5978(91)90020-T.
Jang H., Reeve J., Deci E.L. Engaging students in learning activities: it’s not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology, 2010, vol. 102, pp. 588–600. DOI: 10.1037/a0019682.CrossRefGoogle Scholar
Грузина Ю.М., Фирсова И.А. Механизмы стимулирования молодежи в реализации государственной молодежной политики в сфере науки, техники и инноваций // Самоуправление. 2019. № 3 (116). Т. 2. С. 86-90.
Грузина Ю.М., Мельничук М.В. Анализ зарубежного опыта по формированию и развитию молодежной политики в сфере образования, науки и инноваций // Российский гуманитарный журнал. 2018. Т. 7. № 6. С.452-463.