The topicality of this study is determined by the problem of gaining knowledge and developing positive learning motivation among 13 years old teenagers with low intellectual activity. Since learning motivation and intellectual development are interrelated, the remedial programme, which fosters the increase of teenager’s intellectual activity, may become one of the factors influencing the development of learning motivation. The authors assume that specially developed remedial programme for pupils with low intellectual activity indirectly reforms the hierarchy of motives in the structure of learning motivation.
Taking into account that all children are different and that intellectual development and learning-cognitive motivation are interrelated, during the research 290 pupils in Latvia have been examined by the use of the GIT method (Group Intellectual Test), which consists of 7 subtests. Out of the all sample group the experiment team chose pupils (101) who had shown the lowest results for the test tasks and studied the peculiarities of their learning motivation. These pupils were divided into control group (56) and experimental group (45), subsequently dividing the latter group into three subgroups. Then two experimental stages were processed: one before the remedial work and one afterwards. The level of intellectual development and peculiarities of learning motivation were diagnosed. It was concluded that remedial work stimulates cogitation, enriches vocabulary and reforms the hierarchy of motives in the structure of learning motivation.