Background. High quality police officer training is the key objectiveof the higher educational institutions of the Ministry of Internal Affairs of Russia. The effectiveness of cadet training largely depends on their level of motivation. Academic motivation is a key factor in the educational process, determining the intensity, direction, and persistence of students' cognitive activity. Numerous studies (D. McClelland, J. Atkinson, H. Heckhausen, E.P. Ilyin, I.O. Loginova, L.I. Bozhovich, P.M. Jacobson, A.K. Markova) confirm that motivation is a predictor of performance, including academic performance, which amplifies the need for continuous exploration of new strategies and methods to stimulate student motivation. The teaching staff awareness of the importance of motivational work in relation to students is a crucial condition for creating a favorable educational environment. Despite the broad range of research in the field of academic motivation, the issue of pedagogical methods and strategies that contribute to the development of stable intrinsic motivation in students remains insufficiently explored. Purpose of the study is to analyze methods of academic motivation and subsequently develop practical recommendations aimed to enhance the effectiveness of the educational process in the context of increasing the academic motivation of cadets at departmental universities of the Ministry of Internal Affairs of Russia. Materials and methods. This study employed a survey method involving 56 teaching staff members of the Nizhny Novgorod Academy of the Ministry of Internal Affairs of Russia, divided into three groups based on their teaching experience (1–3 years, 3–5 years, and more than 5 years). Both quantitative and qualitative research methods were used for analysis, including statistical analysis of the collected data, observation, and interviews with the respondents. Results. The data obtained indicate that the integration of practice-oriented teaching methods into the educational process of departmental universities under the Ministry of Internal Affairs of Russia contributes to enhancing cadets’ academic and professional motivation, increasing their engagement in educational activities, and fostering stable value orientations essential for service in the institutions of the Ministry. At the same time, to improve the effectiveness of these methods, it is necessary to make broader use of digital technologies, integrate academic motivation diagnostic techniques, and strengthen collaboration with practicing law enforcement officers in order to optimize the development process of professionally significant competencies among cadets.
Serebrovskaya et al. (Sun,) studied this question.