Keyword: «self-concept»

The article deals with the formation of psychological competence of graduates of military universities. The article reveals the structure of psychological competence, which allows developing a model for the development of this type of competence. We consider the process in which the effective implementation of psychological competence is possible.

The article shows the relevance of studying the self-concept as one of the factors that help reach personal potential, ensuring the development of the ability to self-actualize. The purpose of the article is to demonstrate that the levels of self-development are reflected in the different organization of the cognitive and evaluative components of the self-concept in adolescents. According to the results of a comparative analysis, it has been found that persons actively fulfilling their needs for self-development are characterized by self-respect and autosympathy. Persons who do not have an established system of self-development find primarily shortcomings in themselves and they are prone to self-deprecation.

At present, society requires from a person the ability to constant personal and professional improvement, which actualizes the development of students’ “self-concept”, the formation of their personality in the educational process of the university. The purpose of the article is to study the influence of students’ “self-concept” on the willingness to participate in volunteer work. The study was conducted on the basis of the Tula State Pedagogical University named after L. Tolstoy with first- and second-year students. The research methods included a theoretical analysis of domestic and foreign literature on the research problem; questionnaires, testing, and a pedagogical experiment were used as empirical methods. The principles of consistency and integrity, taking into account the individual and age characteristics of students, etc. were determined as fundamental ones. The article presents the experience of implementing the program of classes for volunteer students "The First Step into Volunteering", which promotes the involvement of students in various areas of volunteering. Its distinctive feature is the form of interaction organization in the "student-mentor - first-year student" system. The proposed program provides theoretical and practical modules aimed at developing the “self-concept”, individuality of students, reveals the potentials of personal and professional growth by means of volunteer work. The program consists of the following modules: “Who am I?”, “I am a volunteer”, “Helping others”, “Volunteer project”, “From volunteering to employment”. The theoretical significance is presented by an overview of approaches to the structure of the students’ “self-concept” and the development of the volunteer movement. The practical significance of the research is in the worked out program for the development of students’ “self-concept” at the pedagogical university in the process of active involvement in volunteer work. The introduction of students to project activities deserves special attention. The research results can be useful for the development of volunteer centers of universities, the organization of psychological and pedagogical support for the creative activity of students.

The article examines the relationship between the Self-concept, emotional intelligence of adolescents and their role in the educational process. The review of theoretical and experimental works of domestic and foreign psychologists in the study of the Self-concept as a system of expectations, attitudes, beliefs and ideas of a person about himself, performing important functions in his life, allowing him to identify himself with the reference group, to perceive the views, attitudes and behavior of this group. The results of studies involving adolescents show that, in addition to the indirect influence of perceived (subjective) emotional intelligence through self-esteem, emotional intelligence has a direct impact on life satisfaction. In the works of psychologists, the adaptive and stress-protective functions of emotional intelligence are proved. The results of these studies suggest that emotional intelligence can be considered as a factor of self-actualization of the individual. The emotional intelligence of the school class is a group-level construct based on the shared subjective emotional experiences of the group members. The author comes to the conclusion that the purpose of activating learning is to create didactic and psychological conditions for meaningful learning, which will allow students to be updated at a high level of intellectual and personal position. Only the knowledge that is based on cognitive interest has a significant impact on the formation of the personality and its mental development, the formation of perception, memory, thinking, ensuring success in the performance of activities that aroused interest.