Keyword: «adolescence»

This article is devoted to the urgent problem of forming educational motivation in students of grades 5–7. The paper substantiates the importance of this age period, which is characterized by the transition to the middle school stage, puberty, and a radical restructuring of the student's personality. The theoretical foundations of motivation are considered, dividing it into external and internal motivation. The central focus of the study is on analyzing two main pedagogical tools for influencing motivation: encouragement and criticism. The paper provides a detailed description of the psychological characteristics of adolescence, which should be taken into account when selecting methods of motivation. Special attention is given to the role of verbal encouragement. Based on an analysis of age-related characteristics, the author formulated key principles of effective praise for students in grades 5–7. It is concluded that the competent and psychologically justified use of incentives, balanced with constructive criticism, contributes to the formation of stable internal motivation, helps adolescents overcome the crisis moments of their age, and maintains their interest in cognitive activities.

The article deals with the urgent problem of declining learning motivation in students of grades 5–7, an age group experiencing a crisis of transition from primary school to adolescence. Based on the analysis of modern psychological and pedagogical research (2024-2026), the reasons for the decline of cognitive interest are identified: the dominance of external motives over internal ones, lack of formation of personal meanings of learning, the influence of digital socialization. The author proposes a set of methods and strategies for increasing motivation, including diagnostic tools, a system for forming a meaningful attitude to learning, creating success situations, taking into account age characteristics and using modern educational technologies. The necessity of purposeful pedagogical work on the transformation of external stimuli into internal cognitive need is substantiated.

The article analyzes the age-related features of problems in communication with peers, from preschool to adolescence. It examines the psychological causes of communication disorders (family factors, personality traits, and the influence of the virtual environment) and their consequences: social isolation, depression, and deviant behavior. The article proposes a comprehensive approach to prevention and correction, including anti-bullying programs, training, family support, and psychotherapy. The authors emphasize the importance of developing emotional intelligence for the successful socialization of the younger generation.

The article is devoted to the study of the phenomenon of youth slang as an important tool for socialization and self-affirmation in the adolescent and youth environment. The author, based on pedagogical and psychological analysis, considers slang not just as a set of jargon words, but as a specific speech practice that allows young people to construct their own identity, separate from the adult world and establish intra-group connections. The paper identifies the main functions of slang: identification, communication, emotional-expressive and oppositional. Special attention is paid to the pedagogical aspects of this phenomenon: the risks of total immersion in the slang subculture (decline in speech culture, difficulties in communication in an official environment) and the possibilities of using slang as a means of establishing pedagogical contact are analyzed. In conclusion, recommendations for teachers and parents on building a constructive dialogue with children without devaluing their linguistic experience are offered.