Keyword: «responsibility»

The article deals with the theoretical bases of education of a junior schoolchild for his actions in a classroom. The concept of "responsibility" is analyzed, its component components are described. Structured methods and forms of the formation of this responsibility.

The problem of searching for new methods, models of university management, the role of rector in the university management system are investigated in the article. The tasks of developing trust within the university, supporting responsibility and self-organization are specified. The purpose of the article is to find ways to overcome the excessive centralization of management, alienation of managerial functions from the chairs, restoration of academic autonomy, and increasing attention to students. The causes of the negative phenomena emergence, the facts of teachers’ loss of trust to university management are analyzed. The author reveals the most typical causes of pedagogical relations destruction, expressed in the moral and psychological persecution of teachers protesting against the bureaucratization of educational process, depreciation of pedagogical values, disintegration of academic culture.

In article various parental styles of education from the point of view of their influence on development of responsibility in children of younger school age are analyzed. The classification of styles of parental education developed on the basis of a ratio of two central characteristics is taken as a basis of the analysis: "acceptance – rejection" and "hyper control – hypocontrol". The author draws a conclusion that at the excessive or absent control and violations of emotional acceptance of the younger school student by parents there can be broken responsibility types.

the article is devoted to the problem of the emotional well-being of the young generation, the study of the psychological readiness of the individual for the final exams, the influence of psychological readiness on the success of high school students by passing the exam. As a result of the study, it was proved that the inclusion of the personality of a high school student in a specially organized process of psychological and pedagogical support for the formation of psychological readiness for final exams will have a positive effect on reducing the level of anxiety, increasing the severity of meaningfulness of life, responsibility and emotional confidence. The authors proposed practical recommendations for the formation of psychological readiness for final exams.