Keyword: «psychological diagnostics»

With the inclusion of the mentor program in the general educational program, the problem of diagnosing the personal development of students has acquired particular significance, which is due to the need to specify the goal, subject and methods of diagnosis. In this regard, the purpose of the article was to define the pedagogical and psychological components in the diagnosis of the results of the educational program. The article deals with the problems of diagnostic constructs, substantiates the need to differentiate the pedagogical and psychological components of the diagnostics of educational results, provides a short list of methods of pedagogical diagnostics, and analyzes in detail the potentials of using psychological methods in diagnosing the results of a mentor program to study anxiety, educational motivation and interpersonal relations of schoolchildren.

This article examines the problem of maintaining and developing the emotional well-being of primary school-age children in a supplemental education community. It substantiates the relevance of developing a systemic approach to this problem, driven by modern challenges and the specific psychoemotional developmental characteristics of children at this age. The author presents a structural and functional model of psychological and pedagogical support, comprising conceptual, substantive, organizational, and performance-based components. The novelty of this study lies in its integration of interdisciplinary, activity-based, and integrative approaches to create a coherent system. The results, expressed as specific criteria and levels of emotional well-being, can be used by supplemental education teachers, psychologists, and methodologists to design and implement programs aimed at harmonizing the emotional well-being of primary school children.