Keyword: «model components»

The problem of the development of self-regulation in younger adolescents is actual in modern education. The article considers project activities as a means of developing self-regulation. The essential characteristics of project activity are noted as integrative at the level of motivation, goal-setting, content, means of achievement, result, stages of activity, objects of activity management. A structural-functional model for the development of self-regulation of younger adolescents in project activities is built by means of pedagogical modeling. The purpose of the article is to characterize the components of the model for the development of self-regulation in younger adolescents in project activities. The article substantiates methodological approaches – systemic activity-oriented, personality-oriented, synergetic ones. The principles of activity, continuity, psychological comfort, self-actualization, subjectivity, and cooperativeness are determined within the framework of the selected approaches. Structural-technological, subjective, functional, content-activity, result-evaluative components of the model for the development of self-regulation of younger adolescents in project activities are characterized. In the structural and technological component, the components of the self-regulation structure (according to O.A. Konopkin) are marked out, the stages of the project activity of younger adolescents and the stages of the teacher's activity in organizing the project activity of students, contributing to the development of self-regulation, are identified and characterized. The subject component of the model is presented through the prism of the main subjects involved in the development of self-regulation of younger adolescents in project activities. The functional component of the model defines the functions of all subjects of project activities. The content-activity component presents the content of the course of extracurricular activities and characterizes the activities of the subjects. The result-evaluative component contains assessment tools that make it possible to see the dynamics of the development of self-regulation in project activities through monitoring: the formation of individual components of self-regulation and the general level of self-regulation development. The theoretical significance of the study lies in the validity of the components of the structural and functional model of the development of self-regulation in younger adolescents in project activities. The practical significance of the study lies in the possibility of using the developed structural-functional model in an educational organization.