Keyword: «emotional-volitional regulation»

The article reveals the relevance of the problem of the formation of emotional-volitional regulation as an indicator of the adaptation of schoolchildren during the transition from elementary school to secondary school. The results of an empirical study implemented on the basis of school No. 1 of the village of Poltava (Krasnoarmeisky district) among 40 schoolchildren of the 4th and 5th grades using the following methods: a questionnaire for studying volitional qualities (T. I. Shulga), a questionnaire for school motivation (N. R. Luskanova), method of color diagnostics of emotional attitude to academic subjects (A. N. Lutoshkin), test of school anxiety by D. Philips, group intellectual test (modified by M. K. Akimova), modification of the questionnaire for studying volitional qualities with an assessment of the significance of volitional qualities of students. The study showed that when moving from elementary school to secondary school, the struc-ture of emotional-volitional regulation undergoes changes. In the 5th grade, the level of volitional qualities is insufficient to ensure the success of schooling. The results of the study substantiate the expediency of the implementation of correctional and developmental classes for students of the 4th grade, aimed at de-veloping such volitional qualities as independence, determination, perseverance, organization, discipline, achieving a new level of will control over emotions. There is an assumption that the development of the volitional sphere will increase the efficiency, emotional and volitional regulation of students in the 5th grade and ensure the success of education. It will be useful to use special correctional and developmental exer-cises “Knowing myself and learning to manage myself”, which are based on games and exercises that contribute to the development of emotional and volitional regulation.