Why does the child not want to study?

Interest in school and school education largely depends on the attitude of children to learning. In the presence of a positive attitude, there is also a desire to go to study. And if the child does not have such a desire? How can we help him?

The attitude of children to learning depends both on age and on the positive or negative experience associated with obtaining knowledge.

For example, 5-6-year-old children perceive study as entertainment, a game, or treat it as a boring, uninteresting activity. Moreover, the answers of girls and boys are significantly different. Let us give examples of associations of 5-6-year-old children with the word "study".

Boys. Arthur: “I like it, I have an album”; Prokhor: “I like to sculpt from plasticine, draw all sorts of monsters. I like to collect a collection of birds”; Nikita: "Letters and numbers, nothing else"; Roma: "It's inconvenient to study at school."

Girls. Sonya: “You have to write what they say, write letters and numbers and trace along the dotted lines”; Diana: “Study well, get “5”, try, always make beautiful drawings so that mom is happy, and she will swear at the bad.”

From the answers of the children, it is clear that they do not yet have clear ideas about learning, and boys, to a greater extent than girls, associate study with their favorite games, and girls try to give so-called socially desirable answers, that is, answers that are expected to be heard from them. adults, because such behavior is acceptable. In general, the thinking of children of this age is still very concrete and tied to well-known situations.

The answers of children 6-7 years old (those who are already preparing to go to school and attend the preparatory group) are completely different. When asked to name the words with which they associate the word “study”, the children answered:

Kira: "Work, listen, student, teacher"; Zlata: “Study, go to school, do assignments”; Yulia: “It is difficult, but interesting, because there you are preparing for work”; Veronica: "For me it is to study and write"; Lisa: "Reading books, complex games, a living organism - everything is interesting."

It is noticeable that after 6 years the child’s thinking becomes more abstract, he can already generalize various concepts, therefore he does not answer in whole sentences, but only names the main words, that is, he can “fold” information to one keyword. The answers of children of this age also reflect a more meaningful attitude to learning, which, like motives (“I want” or “I don’t want to study” and “why I go to school”), changes in children throughout the entire educational activity.

Any child at the beginning of schooling has both cognitive and social motives. In the first case, he seeks to gain new knowledge, remember more, understand, and shows curiosity. In the second case, it is important for the child, first of all, to receive the approval and praise of adults, he strives to take a worthy place in his social environment, find friends and communicate more.

For my child, an important incentive to study is the friendly and attentive attitude of the teacher, as well as the fact that the teacher is beautiful and young.

For a younger student, the predominance of one of the motives is typical, but over time, their ratio, of course, changes. A child is considered psychologically unprepared for school if he is dominated by play motives. At the age of 6, this situation occurs often. Therefore, do not send your child to school prematurely.

In Germany, for example, compulsory schooling starts at the age of 6. But most children are not yet motivationally ready for school. They prefer the game to all types of activity, they quickly get tired, they are still strongly attached to their mother and emotionally suffer from a sudden change in the situation. True, in elementary school, all learning takes place in the game. Children are not given homework all week. Lessons often take place not in the classroom, but on the street or in a store where children study the cost of food, write down the prices in a notebook, then buy, for example, vegetables and already at school make a salad, which they then eat together. Reading lessons can be held in a large hall on mats, in sleeping bags with a flashlight that dimly illuminates a fascinating book. Children call teachers on "you".

One can agree or deny such an original pedagogical system, in which the main thing is not the development of the intellect, but the personality. But the fact remains: 6-7-year-old children in Germany love school and go there with pleasure. Those who do not cope with the program stay for the second year, which is quite common in Germany and is not considered shameful.

Why does the child not want to study? Why does he come up with more and more tricks to avoid going to school? Why doesn't he want to do his homework, doesn't want to collect his portfolio, why doesn't he care where and in what condition the textbooks and notebooks are? This is a headache for many parents who come to a dead end when solving this problem. Let's try to figure it out.

In elementary school, boys' learning motives are weakly expressed and are formed more slowly than girls. But by the end of schooling, boys are distinguished by more stable and pronounced motives than girls. The content of motives depends on the temperament of the child. Choleric and sanguine people often show social motives, while melancholic and phlegmatic people show cognitive ones. In choleric and sanguine people, motives are very unstable, they, without finishing one thing, can start a new one. In melancholic and phlegmatic people, motives are formed more slowly, but they are more stable.

Usually, when a child does not want to go to school, we first of all begin to scold and shame him for laziness and irresponsibility. We focus on the negative: you write worse than anyone, you can’t even count up to 10, you can’t remember two lines from a poem, etc. And a child who doesn’t enjoy learning anyway begins to hate it after that. Indeed, most often children do not strive to study, because they are either bored or difficult.

That's why you should try to follow simple rules:

1. Praise small successes.

2. Offer to start homework with simple and attractive ones.

3. Weaken control over the implementation of all tasks by delegating part of the child. Children who do not feel responsible for completing educational tasks, because their mother took all the initiative, do everything under duress.

4. Be more interested in school life, ask to tell what you liked, what was difficult, etc.

5. Use rewards and punishments wisely (we'll talk about this later).

6. Do not compare the child with other children (“But Lena always does everything right and beautifully, not like you!”)

7. Adhere to the rule: “Did the job - walk boldly” (that is, do not delay with homework until late in the evening), but at the same time, after school, the child should have rest and a walk.

8. Translate uninteresting abstract tasks into a practical area. For example, solve the example "18-5" using money or candy. Visual information is absorbed better and arouses the interest of the child.

9. If your child needs to practice reading or writing, ask him to fill out a "questionnaire" that is easy to come up with and type on a computer. Children love to write their name, address, phone number, etc. The child exercises his hand and reading skills at the same time.

10. Be attentive to the experiences of the child, try to listen to him and instill confidence in him. Children often do not want to go to school because they do not know how to communicate, and therefore they are more likely to be offended by their peers. “No one is playing with me, Nadia pushed me hard, I fell, and everyone laughed.” Such complaints should not be ignored. Try to find a way out of this situation together. You can offer your child several popular games that he can interest his peers in, learn funny counting rhymes. The main thing is to focus on what the child does better than others.

My daughter, for example, draws beautifully, and when the children did not accept her, the new one, at first, we began to solve these problems through drawing. The daughter painted portraits of her peers, funny pictures, and they, having become interested in the drawings, began to show attention to their author.

Remember that coaxing peers with sweets or other treats creates the appearance of an established connection. You can't buy attention.

We tried to conduct a comprehensive study of the problem of attitudes towards studies and their specialty of students of the humanities faculties of SSU. The following hypotheses were put forward.

When, upon entering a university, a student had no desire to get a higher education, then later he will not have an interest not only in his specialty, but also in his studies. When the specialty acquired at the university coincides with the future profession, the attitude towards learning is higher than the average for the sample.

If, in relation to the planned professional activity, the student has formed an attitude as an interesting occupation, then the level of attitude to learning, expressed in the degree of interest and preparation, will be higher.

The concept of "attitude towards learning" can be considered at two levels: 1) the level of training, which includes academic performance, work on the program (seminars, essays, etc.); 2) the level of interest, which includes subjective views on academic performance, knowledge gained, program requirements. In addition, this includes attendance, the number of speeches (activity) in the classroom.

Attendance, number of performances (activity) in the classroom

In the concept of "attitude to the planned professional activity", several aspects can be distinguished, namely, getting a job, the result of specialization (acquisition of professional knowledge), work that gives material earnings, a means of building a career, an interesting occupation, etc. A more detailed theoretical model of the subject of research is presented on scheme of concepts expressing the subject of research.

The object of the study is the students of the former FGSN SSU, for the general population at the beginning of 2000, the FGSN was taken, numbering 800 students. For the survey, a sample of 5% of this general population was taken. As a result, 40 respondents were surveyed.

In our study, the main method of collecting information was a survey - an indispensable method of obtaining information about the subjective world of people, their inclinations, motives, and opinions. All questions are direct and personal. Ordinal scales (6 questions) were used to measure the intensity of assessments, judgments, events, the degree of agreement with certain statements, and nominal (9 questions). The nominal scales made it possible to find the distribution frequencies in absolute and relative values, to determine the modal values ​​that reveal the group with the largest number, to find the relationship between the two series of properties. The discrete continuum of ordinal scales made it possible to calculate rank correlations. Some ordinal scales were converted into metric ones to calculate the index of social phenomena. In cases where a relationship was established between rows of randomly arranged properties, cross-classification tables were compiled.

In terms of determining which students of which specialties and courses to interview, it was decided that the 4th year is the most acceptable as a study on this issue, since it is from this course that specialization begins and the seriousness in planning one's future increases. And in this case, the attitude to the planned professional activity becomes more objective, although 7% of the total number of respondents were third-year students, which introduced a certain element of diversity, since the survey of only the 4th year would have a greater degree of uniformity than with some, albeit minimal, inclusion respondents from the 3rd year. But still, the basis for the survey were 2 main groups, which were sociologists and philosophers of the 4th year. The remaining 5 respondents represented psychology, cultural studies, political science.

The survey was conducted at the place of study of the respondents, however, some of them took the questionnaires home and brought them filled in a few days later. There were no difficulties with the survey, the respondents were willing to cooperate, largely due to the fact that they study with the author of the study on the same, 4th, course. Majority of the respondents are sociologists and philosophers by profession. In terms of academic performance, most are excellent students. Although the majority of respondents have an interested attitude towards learning, many considered examination grades to be rather random. We noticed an interesting trend: the worse academic performance, the more often respondents said that academic performance is a random thing. And, conversely, the better they study, the more natural and fair students consider examination grades. This is where orientation plays a role.

subjective motivation, as well as a combination of external factors affecting academic performance.

Half (50%) will prepare for seminars, for which "automatic machines" are not supposed to work, but less than half of those who wished (22.5%) will use this training for personal knowledge. And almost half (47.5%) were not going to prepare. It turns out that only a fifth of the students take part in such an element of the educational process as seminars to raise the level of knowledge, the rest pursue other interests, for example, getting a "machine gun", improving their image in the eyes of the teacher in the expectation that it will be credited to them later. Thus, the desire to improve academic performance prevails over the interest in acquiring knowledge.

It is interesting to find out how much the knowledge obtained at the university corresponds to the life plans and aspirations of students. 65% believe that the knowledge obtained at the university "rather yes" corresponds to their life plans, and 32.5% - "rather not". So most of the students are quite satisfied with the knowledge they receive.

For 62.5% of respondents, entering a university was predetermined by “the desire to get a higher education necessary for future professional activity”, and for 25% - the prestige of higher education. For 2 / respondents, the specialty in which they study is important. However, only 30% of respondents associate their current specialty with their future professional activity. This indicates that the majority of students study in specialties that are not associated with the future profession, which in further analysis will show what effect this has on the level of attitude to learning. For 17.5%, the specialty is “simply interesting” and for 10% its prestige is important.

Of the priority motives, 40% of respondents identified material ones, 27.5% believe that professional activity should be an interesting occupation for them, and 12.5% ​​consider the achievement of career goals to be the main thing in their future professional activity.

Let's pay attention to what the respondents consider most conducive to success in life: 40% believe that this is professionalism and competence, 20% - useful connections, 17.5% - luck, 15% - talent. 12.5% ​​- work and perseverance. And broad education received the lowest rate - 7.5%. Half of the respondents do not fully understand what professional activity they will be engaged in after graduation.

The results of the study confirmed the hypotheses put forward. The level of attitude towards studies in the case when the desire to get a higher education was not the priority motive for entering a university is lower (-0.025) compared to those for whom this was a priority motive (0.305). The results are the same in terms of the importance of the specialty (0.235 and 0.600, respectively).

The hypothesis is proved that in the case of a direct connection of the specialty with the planned professional activity, the attitude to learning is higher than the average for the sample (0.385 to 0.125). In this case, the respondents are distinguished by a rather high level of training (0.500). True, although the level of interest is high (0.310), it is quite far behind

from the level of training. This may indicate that pragmatism in learning prevails over interest. It turned out that "careerists" show the greatest purposefulness, but they have little interest. Those for whom the profession is a source of material income (0.060) have the same low level of interest in learning as "careerists". But unlike them, they have a slightly lower level of training. From this we can conclude that it is not the material side that plays the main role in the high level of attitude to learning, but the interest in learning.

An educational study was conducted in 2001 by a 4th year student of the Faculty of Sociology of the Saratov State University. N.G. Chernyshevsky under the guidance of prof. N.V. Chess.

The work of a teacher cannot be overestimated. A lot of responsibilities rest on the shoulders of the teacher. In addition to his main calling - to bring knowledge to the masses, which in itself is not easy - he also has to do a lot of paper work: prepare plans, check notebooks, keep journals, and do methodical work. In addition, the teacher draws up a characteristic for the students.

Compilation of characteristics is an important and responsible part of the teacher's work. This procedure is not as simple as it might seem at first glance. Firstly, the information in the reference must be presented truthfully and impartially, it must adequately characterize the student. Secondly, it is necessary to correctly convey the required information on a piece of paper, since this document is of a public nature and will be available for reading to other people. What is a characteristic for a school student, how to write it correctly, why is it needed? All these questions are of considerable interest to teachers, especially beginners who have just encountered such a task.

Characteristics for a student, its purpose

Often, the characteristics are compiled by the class teacher when the student moves to another school or class, or at the request of the school management. For example, at the end of the fourth grade, the teacher draws up a characterization for students for a high school teacher, in the ninth - for a vocational school or technical school, in the eleventh - for a higher educational institution.

Therefore, the teacher often has to write a large number of them, because of which the text turns out to be stereotyped and contains general information, without presenting the personality characteristic in the proper volume. As a result, this can negatively affect the student and his relationship with the new teacher. A characteristic for students is a document that is familiar to almost every person; it should reflect the student’s character traits, his psychological and personal characteristics as much as possible.

It is important to avoid bias when compiling the characteristics and to give an objective assessment of the student. A correctly drawn up characteristic will be of great help to a new teacher when a student changes his place of study. It will help determine the type of personality, characteristics and character traits, as well as identify the needs and abilities of the child.

Basic requirements for compiling a characteristic

The document should have a certain structure and be easy to read. Should be understandable to a person who is not familiar with the student on whom the characteristic is drawn up.

The information indicated in the characteristic should give an extensive picture of the individual psychological characteristics characteristic of the particular student for whom it is drawn up.

It is forbidden to indicate the abbreviated surname, name and patronymic of the student, as well as his address and contact information.

In the characteristic the qualification of knowledge and skills of the student should be given.

The psychological and pedagogical characteristics of the student are compiled on the basis of the student's card. Thanks to the psychological and pedagogical map, it is easier for the teacher to impartially assess the student's abilities according to a specially designed scale. It helps to reveal the characteristics of the student's character, to assess the level of knowledge and behavior.

Cheat sheet for writing characteristics

The first paragraph of the characteristic describes general information, indicates the full name, address, age of the student. A verbal description of the student is given.

Health, physical development

In the next paragraph, it is necessary to describe the general state of health of the child, his physical development, indicate whether there are any chronic diseases, whether the height and weight of the student correspond to the norm for his age.

Family atmosphere

The next point is about the conditions of family education of a student. The composition of the family, its material well-being, the psychological atmosphere in the student's family, his relationship with relatives are described. It is necessary to indicate the age, profession and place of work of the parents, contact information for communication with them.

Class Information

A characteristic for an elementary school student should contain information about the class. Indicate the number of students in the class, how many boys and girls are studying in it. Give a general description of the class, its performance, activity and organization.

Description of the student's personal qualities

This is followed by an extensive description of the behavior and place of the child in the classroom: his discipline, academic performance and organization, other personal qualities (whether he is a leader or, on the contrary, behaves in isolation and apart, whether he is an organizer or a performer). Indicate if he has close friends among his peers. Mark the level of development of morality and morality of the student: his ideas about friendship, honesty, betrayal, conscience, attitude to work. Does he have a passion for one of the areas of activity, can he do what he loves for a long time, does he attend sections that interest him?

Attitude towards learning

The characteristics of the students should indicate the student’s attitude to learning: is there an interest in it, what subjects are favorite, is the student more inclined towards the humanities or the exact sciences, etc. Describe whether the child is inquisitive, his psychological characteristics, type of thinking, how developed memory. Indicate what qualities are well developed, and what still needs to be worked on.

Student Temperament

Next, describe the type of temperament to which the student belongs, what mood prevails at school, whether he is subject to emotions and how he shows them. Give an assessment of strong-willed qualities, courage, purposefulness, determination.

findings

In the last paragraph, summarize the above information, draw conclusions. Does the student develop according to the norms for his age? Give general recommendations and advice to parents and future teachers, focus on points that require special attention from adults.

Characteristics for a student of grade 4-B

Secondary school No. 171

Vasilkovsky Vasily Vasilyevich

2006 year of birth

residing at:

Tyumen, st. Lenin house, 56, apt. 158

The student masters the school curriculum at an average level, non-conflict, restrained, calm. Discipline does not violate, respectful of the teaching staff. The physical development of the child is normal, active, engaged in martial arts. There are no visible health problems; he is not registered with highly specialized specialists. Height and weight are normal.

He lives in a full-fledged family, which consists of his father, Vasily Ivanovich Vasilkovsky, born in 1980 (works as an engineer in a bridge construction company), and his mother, Victoria Andreevna Vasilkovskaya, born in 1984 (housewife). The family is prosperous, family members have no criminal record, parents are interested in the child's progress at school, participate in the organizational issues of the class.

The psychological atmosphere in the class is satisfactory, academic performance is at an average level. There are 26 children in the class, 15 of them are boys and 11 are girls. The third grade was excellently completed by seven people, fifteen more children finished the year with good students and four students satisfactorily. Vasily is organized, performs the tasks entrusted to him, executive, does not have leadership qualities. It does not conflict with the class. The boy has a friend with whom he spends time during breaks and after school.

The child is friendly, shy, balanced. Inclined for the most part to the exact sciences, shows interest in sports. The problematic subject is reading. Reading skills below average.

The child has a sense of purpose, but not very pronounced. Emotions clearly does not show, constrained in their expression.

In general, the child is well developed, meets all the norms of mental and physical development. Mentally balanced, he can attend a children's team. Attention should be paid to the excessive shyness of the student, continue to develop skills in the exact sciences and improve reading technique.

Above, an average sample of a characteristic per elementary school student was presented. The characteristic for a student of the senior and graduating classes is compiled in the same vein, the distinguishing feature is a greater bias towards professional skills and the student's predisposition to certain subjects. Recommendations are indicated on the choice of direction in training at a higher educational institution and the further choice of profession.

After the characteristic for the students is drawn up, it must be documented, assigned a registration number and entered in the log of incoming and outgoing documentation. The volume of the characteristic should be on average one sheet of A4 format. Using the recommendations described above and following the example of compiling a profile, you can easily prepare the necessary document for any student in your class.

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Education

"Samara State Socio-Pedagogical University"

Faculty of Mathematics, Physics and Informatics

Department of Pedagogy and Psychology

Report

According to pedagogical practice

Performed:

4th year student

D.V. Agafonova

Signature _____________

Head of Psychology:

Ph.D. Busygina T.A.

Signature _____________

Grade _____________

Samara, 2017

Psychodiagnostic research and conversation

1.General data:

Name: Nadir

Gender: male;

Age: 14 years;

Class: 8 "A";

External data: the young man is a bit overweight, neat, constantly wears a jumper or shirt with jeans.

State of health: healthy;

Physical development: normal;

2. Conditions for family education:

Family composition: mother and Nadir (parents are divorced).

Profession of parents: mother is an accountant in kindergarten, father is an investigator.

Cultural level of the family: Nadira's mother is an educated woman. She instills in her son a love of art by visiting exhibitions and museums. The family loves to go to the movies. The home library is small, but there is. Nadir doesn't like to read.

3. Characteristics of the cognitive sphere of the student:

Features of the perception of educational material in the lesson: according to observations, Nadir perceives the material easily, the grades are different. It has to do with his behavior. At the same time, it is easy to distract the researcher, after which it is difficult to join the work. During the lessons, Nadir most often sits with a friend. Answers the teacher's questions enthusiastically. Easily distracted by conversations with classmates.

Bourdon Correction Test[App. one]

After analyzing the diagram data, we can conclude that from the 1st minute to the 3rd, the accuracy and productivity increased and had indicators approaching the maximum. Already at 3-4 minutes there is a decline, and then only an increase in the obtained indicators. The results of this study indicate the instability and exhaustion of attention.

Most mistakes were made from 3 to 5 minutes of the test, but the correct answers here are slightly higher than in the rest. This suggests that the emphasis was on execution speed. And at the beginning and at the end of the study, the installation was already on the accuracy of the work.

Based on the results of the work performed, 41 errors were made, showing that the indicator of concentration of attention is at an average level.

Test "Methodology for studying the type of memory"[App. 2]

The coefficient of auditory memorization - 40%

Visual memory coefficient - 30%

Coefficient of motor-auditory memorization - 60%

The coefficient of combined memorization is 60%.

The test showed that the subject's motor-auditory memory is more developed. Based on the conversation, the subject also said that he remembers the educational material if the teacher plays it out loud.

Test "Methodology for identifying the features of mental operations

When studying the features of mental operations, it was noted that the vocabulary of the researcher is small, similarities and differences were most often compared on a situational (external) basis, but also on a conceptual basis.

Test "Methodology for studying the speed of thought processes"

The subject completed the task in 3 min 34 s. 50% completed and this shows a low level of speed of thought processes.

Test "Methodology for the study of logical patterns

(Lippmann test)"[App. 4]

The speed of the Lippmann test is 3 minutes 55 seconds. The subject was unable to cope with the test completely. Based on the test, we can conclude that logical thinking is poorly developed.

Characteristics of the attitude to educational activities

Achievement level: good and excellent. Attitude towards teaching: Nadir performs all tasks conscientiously. Of particular interest are those subjects that Nadir has in priority (depending on the teacher and the topic). Nadir approaches them with great responsibility.

Learning motivation prevails from the outside (mother). When diagnosing learning motivation, Nadir chose that he wants to be a cultured and developed person, to receive the approval of teachers and parents.

Attitude towards success and failure in school: to the question: “What do you experience when you get low or high scores?” Answer: “I am happy when I get an excellent grade and upset when I get a bad one.”

Preferred and rejected disciplines: With interest, Nadir attends such disciplines as physics and chemistry (the influence of the teacher who presents the material affects, the lessons are always interesting and everything is clear), he considers algebra to be rejected (does not understand the theoretical material and does not deal with solving problems) .

Diagnostics of educational motivation showed that in the family in which the subject is brought up, study is prestigious. For Nadir, first of all, cognitive interest, awareness of social necessity, fear of punishment are important, while all this is influenced by the family.

Teaching is light. Alas, not all people are easily trained. It happens that a person is both smart and educated, but, for example, English is not given to him. Sitting for days at a textbook and a dictionary, a person loses faith in himself, thinking that he is stupid, but in fact, everything is not at all like that. It’s just that the methodology of self-learning and motivation is not universal enough. You have to program yourself to be positive. attitude to learning so as not to turn training into hard labor.

Firstly, in the very question: how to force yourself to study, the wrong motivation is already hidden. The verb "force" has a destructive effect on the human psyche. There are people who will do work of any complexity and severity until they are forced to do the same work in a command tone. What to do? You just need to replace the verb "force" with "interest". As they say: the best job is a well-paid hobby. But, believe me, sometimes interesting work brings pleasure without pay. The main thing is to be calm and satisfied with the result of your work. Studying is the same work, and it can be classified as work for the sake of pleasure, and not for the sake of material well-being. Of course, in the future it will be much easier to provide yourself with material benefits, using the knowledge gained.

How to develop a productive attitude towards work without making sacrifices and infringing on your free and busy time? Try to combine leisure and work day. If you are learning a foreign language, buy multi-colored self-adhesive sheets, stick them around the apartment, having previously written words, transcriptions, pronunciation and spelling rules. This will help not only develop the ability to learn the language, but also visual perception is improved as much as possible.

Set up a comfortable workspace. Of course, if you are sitting at the kitchen table, trying to remember historical dates and events, and you are surrounded by dirty dishes, a radio, and the squealing of a neighbor's child under the window, there can be no question of any working environment. But comfort contributes to peace and harmony, in which you want to live, study and work. In this way, a loyal attitude to learning is provided to you.

Give yourself a set: no social media! Have you ever noticed how quickly time flies when it's spent scrolling, liking and viewing hundreds of photos of a girlfriend who got married? Imagine how many important and useful things you could do if you didn’t waste time on the Internet. Abstract from everything that takes your time and distracts from the main work. You can set aside a couple of hours for study. But then what a wonderful feeling of satisfaction when the job is done and the necessary knowledge is obtained.

Think of some kind of reward for your work. It is not necessary, after studying one paragraph, to run around the boutiques and do grandiose shopping. Treat yourself to something delicious or start saving money on a small bill for a thing that you have long wanted, but did not find the time to purchase. For example, you want a book, but there is no time to go to the store for it. Find out the cost of the book, divide by seven days. The resulting amount every day, after a patient and interesting learning process, set aside in the box. And on a day off, go for a long-awaited purchase. It will be a great reward for work and a great useful motivation.

Don't worry if you can't study. It cannot be that you are unteachable. You're just bored and uninterested. The humanist looks at mathematics with horror until he figures out how to make mathematics humanitarian. It is easy, it is only important to reconsider the science and adjust it in your own way.

Remember that you should not be worried about the question “how to force yourself to study”, but “how to study with pleasure and interest”. The best reward for your work is self-development. Be demanding and attentive to yourself, develop an attitude to learning with the right methods, replacing painful patience with interest.