• Shvalb Yuri
  • Opanasenko Lyudmyla
Keywords: educational goal-setting, cognitive type, cognitive-pragmatic, social-pragmatic, formal educational type of educational goal-setting among high school pupils.


The article presents the results of a theoretical and empirical study of the psychological structure of educational goal-setting among high school pupils. The author's structural and functional model of educational goal-setting among senior pupils contains 2 blocks: educational goals (cognitive, cognitive-pragmatic, social-pragmatic, formal educational) psychological competence (cognitive, motivational, activity, reflexive, regulatory). The dominance of the block of educational goals determines the type of educational goal-setting, and the development of blocks of psychological competence determines the level of its formation.
The following is used in the empirical research: test “Assessment of the life and time perspective of the individual in the adaptation” by N. Nikolskaya; the methodology “Revealing the motivational structure of the pupil's educational activity” by V. Semchenko; questionnaire “My learning today and in the future” by L. Opanasenko; questionnaire “Map of interests” modified by A. G. Filimonova; questionnaire “Evaluation of motivation for achieving goals” by T. Ehlers; questionnaire “Style of self-regulation of behavior – SSP-98” by V. Morosanov; questionnaire “Diagnostics of reflection” by A. Karpov, V. Ponomarev; “Test of volitional self-control” by A. Zverkova and E. Eydman. The total number of participants in the empirical study is 754 people.
It has been established that each type of pupils is positive according to the existing structure of educational goal-setting, but the ability to independently produce learning goals for representatives of various types is different. The author's technology for the development of the psychological structure of educational goal-setting in high school pupils is presented, which contains a synthesis of coaching, game and training technologies. The main results of the introduction of the technology are: positive dynamics in the development of blocks of psychological competence; increase of the level of competitiveness of pupils; change of the dominant types of learning goals in the life perspective vector.


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