THE DYNAMICS OF MOTIVATION AND SOCIAL ATMOSPHERE OF THE CLASSROOM IN THE PROCESS OF PEDAGOGICAL INTERVENTION OF READING COMPREHENSION

Aim. The research aim is to investigate the dynamics of motivation and social atmosphere of the classroom under the influence of pedagogical intervention in the reading comprehension process. Methods. Structured observation was used to find out the dynamics of above mentioned factors in the process of pedagogical intervention. The findings were recorded in an observation sheet. By the use of qualitative content analysis, we analyzed how the observed phenomena in the educational process influenced pupils' comprehension. The pedagogical intervention was implemented using the experiment method. Results. Uneven dynamics of motivation were found, that was influenced by difficulty and interest of texts and tasks. The researchers found an upsurge in pupils' intrinsic motivation to work with a German language text under the influence of the pedagogical intervention which was also supported by the findings on the perception of texts and tasks. The dynamics of the social atmosphere in the classroom under the influence of the pedagogical intervention was manifested by a positive and friendly atmosphere and the consequent stimulation of positive affectivity. Conclusion. The research shows that the pedagogical intervention stimulates the dynamics of motivation towards the usability of texts, the interest to increase the comprehension of texts despite the difficulty of the text and the lower interest in the literary text. Pupils are more interested in factual and usable texts, which they encounter more often in everyday life. The pedagogical intervention also stimulates the social atmosphere in the classroom towards positive affectivity, which helps to reduce the pupils' emotional filter and promotes the development of reading comprehension skills.