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PSYCHOLOGICAL PREDICTORS AND RISK FACTORS OF EDUCATIONAL OVERLOADS AMONG THE STUDENTS OF GENEREAL SECONDARY SCHOOL // Pedagogical Review. 2019. Issue 3 (25). P. 82-93

The article presents the results of an empirical study of educational overload among the students of the main stage of secondary school. The theoretical and methodological substantiation of the research is given and its objective relevance for the modern system of General education is shown. The empirical phase of the study was conducted over several years (2012–2018). Were involved in 527 adolescent school students during their training in the sixth-eighth grades of the General school. Psychological diagnostic data were subjected to mathematical and statistical processing, classified, generalized and interpreted. The results revealed the relationship between subjective perception and objective educational overload and allowed us to come to the conclusion about the impact of educational overload on the psychological well-being of students of the main stage of the General school. The conclusion that the prevention of educational overloads should be guided on either normative regulation of separate types of educational activity or a subjective state of students is made. The generalized conclusion is that the reason of the educational overload is not the expense of the main educational load of students but visiting additional types of educational activities. The data obtained allow us to say that preventing the occurrence of educational overload leads to necessity to optimize the possibility of assimilation and study of the material during the performance of the basic types of educational activities. Recommendations of possible directions of preventive work with students are given. The implementation of preventive programs should be carried out both in educational and extracurricular activities with all subjects of the educational process – teachers, educators, as well as with the parents of students. It is shown that the task of the teacher-psychologist is to identify the factors that may further cause the occurrence of certain difficulties or deviations in the development of children, and their elimination through preventive work.

Keywords: academic load, educational overload, psychological predictors, risk factors, basic General school, prevention of educational overload

Formation of regulatory experience through participation in project-research activities of secondary school students // Pedagogical Review. 2023. Issue 1 (47). P. 124-133

The analysis of the concepts of subjectivity, subjectivity of educational activity, subjective experience,regulatory experience is carried out. Studies devoted to the formation of subjectivity in adolescenceare considered. The works of authors who believe that for the formation of subjective activity, independence,etc. are analyzed. qualities that characterize subjectivity, it is necessary to form a regulatoryexperience, which, according to A. К. Osnitsky’s approach is the basis of subjectivity consisting of interrelatedcomponents: value experience, reflection experience, habitual activation experience, operationalexperience and cooperation experience. It is concluded that the subjective experience is formed inthe process of cooperation with an adult and the optimal method of formation will be the design and researchactivities of students, as well as specially designed tasks aimed at developing the components ofthe subjective experience. The study was conducted on a sample of seventh-eighth grade students(N = 158). The dependent variables in the experiment were the following criteria: the general level ofpersonality subjectivity; attributes of subjectivity – activity, autonomy, integrity, mediation, creativity;parameters of regulatory experience. The effectiveness of the influence on the listed characteristics ofspecially designed tasks aimed at forming the regulatory experience of students and included in the designand research activities was studied. The tasks were aimed at awareness of activity, development ofplanning, stimulation of activity, the ability to make independent choices and analyze the causes of successand failure in activities. The obtained results confirmed the hypothesis of the study, while the maximumeffectiveness of the influence was noted on such attributes of subjectivity as activity and autonomy.Positive dynamics was noted in the components of subjective experience, the greatest changes werenoted in the experience of habitual activation, which manifested itself in the desire to independentlyperform theoretical tasks. The period of study at school is an important life stage in the formation ofpersonality, during this period there are many personal transformations, one of the main ones is the formationof the subjectivity of personality as the ability to be the author and creator of one’s own life. Theimplementation of design and research activities with students, the use of specially designed tasks at allstages of work on the project, aimed at the purposeful formation of components of regulatory experience,contributes to the development of subjective personality qualities of adolescents.

Keywords: subjectivity, educational subjectivity, regulatory experience, design and research activities, primary school students, adolescence