Keyword: «early adolescence»

The paper studies the problem of self-esteem formation of younger teenagers in the period of adaptation. Personal changes of younger teenagers are superimposed on the significant social changes associated with the transition from elementary school to middle school, which inevitably creates the conditions for variety of self-transformation. Investigation of the state of self-identity of younger adolescents may contribute to the development of an adequate system of psychological-pedagogical support of students during this period.

The article reveals the content of professional orientation of the person, the components of the professional activity of the student, as well as their impact on the level of anxiety.

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.

this article provides theoretical information on the problem of socio-psychological climate. The practical part of the article presents the results of a psychological study conducted on the basis of an educational institution. The result of the work done is recommendations for improving the level of socio-psychological climate in the team of younger adolescents.

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.