PSYCHOLOGICAL ASPECTS OF STUDENT MOTIVATION IN FLIPPED LEARNING: CHALLENGES AND STRATEGIES FOR BUILDING SUSTAINABLE INTEREST IN LEARNING IN THE DIGITAL AGE

In the context of widespread digitalization of education and the spread of the flipped learning (FL) model, an acute problem of decreasing students' intrinsic motivation with an abundance of external stimuli arises. This study aims to analyze the psychological mechanisms of motivation in FL and propose effective strategies for generating sustainable interest in learning. The methodology includes a theoretical analysis of leading motivation theories (self-determination theory, goal achievement theory, motivational-value approach), a review of neuropsychological aspects of the influence of the digital environment, as well as an empirical study. The experiment was conducted on a sample of 30 9th-grade students (aged 14-15) at Secondary School №16 in Uralsk, Kazakhstan. The 10-week experiment showed that integrated FL strategies based on supporting autonomy, competence and relatedness, using gamification, developing metacognitive skills and creating a psychologically safe environment significantly increase students' intrinsic motivation, self-regulation and language performance, especially in speaking and writing skills. Qualitative data confirmed a decrease in anxiety and an increase in satisfaction with learning. The practical recommendations presented are aimed at creating a motivating and effective FL environment that promotes deep and sustainable learning in the digital age.