Health Psychology Research / HPR / Online First / DOI: 10.14440/hpr.2696990
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RESEARCH ARTICLE

Motivational Indicators and Academic Success in Students: The Impact of Fragmented Thinking

ZuoYuan Liu1* ,  Viktoriya Samokhina2 ,  Lilya Sabirova3
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1 College of Marxism, Beijing Institute of Technology, Beijing 100081, China
2 Department of Mathematics and Computer Science, Technical Institute, Northeastern Federal University, Neryungri, Sakha Republic (Yakutia) 678960, Russia
3 Department of Philosophy and Sociology, Yelabuga Institute of Kazan Federal University, Yelabuga, Republic of Tatarstan 423600, Russia
HPR 2025, 13(2), e81240014 https://doi.org/10.14440/hpr.2696990
Submitted: 31 March 2025 | Accepted: 5 April 2025 | Published: 23 June 2025
© 2025 by the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC-by the license) ( https://creativecommons.org/licenses/by-nc/4.0/ )
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Abstract

Background

A potential remedy for this situation is to integrate advancements in information technology with traditional methods of working with academic texts, using gadgets exclusively as supplementary sources of scientific knowledge.

Objective

The aim of the research is to develop an understanding of fragmented thinking in universities in Russia and Kazakhstan by surveying teachers and identifying optimal methods for influencing the reduction of students’ inclination toward fragmented thinking.

Methods

The study employed a population of 137 teachers and a random sample of 384 students from the 1st – 5th years. The research was conducted using surveys among faculty members and analysis of student performance indicators at the Institute of Foreign Languages of the Russian University of Friendship of Peoples and the Abai Kazakh National Pedagogical University (Almaty). The study included: (i) An analysis of the impact of motivational strategies on the tendency toward fragmented thinking, (ii) a correlation analysis between academic performance and the tendency for fragmented connections, and (iii) a theoretical and survey-based analysis of the positive and negative aspects of this type of thinking.

Results

The results demonstrate significant differences in the role of each motivational strategy in relation to fragmented thinking.

Conclusion

This study can enhance the understanding of the interaction between students and educators, mobile technologies, and social networks.

Keywords
Clip-based thinking
Digitalization
Education
Information society
Mosaic consciousness
Funding
None.
Conflict of interest
Authors declare that they have no competing interests.
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