SELF-REGULATION OF LEARNING ACTIVITY AS A SUBJECT OF PSYCHOLOGICAL-ACMEOLOGICAL ANALYSIS IN ADOLESCENCE AND YOUTH PERIODS OF AGE DEVELOPMENT |
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| 2026 |
| 159.922.6 + 37.015.3 | |||
| 20-40 | саморегуляция учебной деятельности, возрастное развитие, подростковый возраст, юношеский возраст, самооценка, мотивация, уровни саморегуляции, эмоциональный интеллект, волевой контроль, смысловая рефлексия, self-regulation of learning activity, age development, adolescence, youth, self-esteem, motivation, levels of self-regulation, emotional intelligence, volitional control, semantic reflection |
| The article presents a theoretical and methodological analysis of the phenomenon of conscious self-regulation of educational activity in the context of age development from adolescence to youth. The necessity of integrating subject-activity, systemic and acmeological approaches for understanding self-regulation as a dynamic hierarchical system is substantiated. The author's three-level model is proposed, including the objective-psychological (behavioral), proper-psychological (personal: motivation and self-esteem) and integrative (subjective) levels. The regularities of self-regulation formation at different age stages are revealed: the dominance of the emotional-volitional component in adolescence, the formation of self-esteem as a "psychological core" during the transition period, and the achievement of the subjective level of self-regulation in youth. Sensitive and crisis periods of self-regulation development are analyzed. It is concluded that conscious self-regulation is not just an educational skill, but a fundamental acmeological quality of the subject, ensuring the transition from learning to self-learning and self-development. |
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