Keyword: «self-determination»

the article is devoted to the professional orientation of pupils in adolescence and early adolescence; the educational opportunities of extracurricular activities in solving the problem; describe the areas of vocational guidance and methods for their implementation; as an example, one of the activating methods described professional identity of career guidance game.

the article deals with the problems of professional self-determination that arise in the process of personal development and the specific choice of professional orientation. The stages of formation and self-determination of students and their professional opportunities are analyzed. Recommendations are given to educational organizations that support the process of professional self-determination of the individual.

This article addresses the problem of computer gaming addiction in younger adolescents. About 35% of adolescents, according to research, are affected by computer games. A theoretical analysis of research on this topic is given. The features of the manifestation of gaming computer addiction in younger adolescents are analyzed. The authors reveal the idea of correcting computer gaming addiction in younger adolescents through the development of self-determination in them. According to scientists, the development of self-determination can be the antipode of dependent behavior, including dependence on computer games. The characteristic of the concept of self-determination and the possibilities of its development with the aim of correcting computer gaming addiction in younger adolescents is given. Self-determination as a meaningful and responsible manifestation of freedom is a condition for the harmonious development of a person who does not have any dependencies.

The article highlights the importance of studying personal self-actualization as a style-forming factor of individual pedagogical activity. The purpose of the article is to show the peculiarities of the relationship between self-actualization and individual style of pedagogical activity among teachers with different pedagogical experience. It was found that respondents generally share the values of a self-actualizing person, and have differences in the expression of pedagogical activity styles depending on the length of work. It was revealed that teachers with less than five years of work experience who have high indicators on the value scale are more likely to use an emotionally methodical style of pedagogical activity in their work.