Influence of Psychoemotional State of Teenage Students on Self-organization of Educational Activities

Problem and purpose. The article presents the materials of the study of the influence of the psycho-emotional state of adolescent students on the self-organization of cognitive activity. Particular attention is paid to the motivational readiness of adolescents for learning, as well as their ability to use innate, adaptive, abilities of optimal self-organization of educational activities in the context of vocational training. The purpose of the article is to study the influence of the psycho-emotional state of adolescent students on the self-organization of cognitive activity. Methodology. The following methods were used in this study: studies of psychological problems of adolescents, a questionnaire of the style of learning activity, a questionnaire of volitional self-control, methods of statistical analysis, which made it possible to identify psychological and pedagogical features of the effective formation of professional knowledge of adolescent students. Research results. In the course of the study, it was found that social and physiological problems of adolescence have a dominant effect on the formation of the psycho-emotional state of students, which determines the nature of the use of adaptive, psychofunctional abilities of self-organization of educational activities. The formation of the character of the psychofunctional state of adolescent students occurs both against the background of psychological problematic concern and passive motivational activity. It is shown that students with a high level of formed motivation for learning, readiness for comprehensive development, actively use the adaptive ability of mental activation and volitional self-regulation, which contributes to the effective organization of educational activities, using generally accepted pedagogical techniques for mastering professional knowledge. On the contrary, students with a low level of problematic concern – a state of passive attitude to the need for comprehensive development and improvement, readiness to provide care and assistance to themselves and others, have reliably low rates of independence, discipline, attentiveness and activity, which is reflected in the ability to independently organize educational activities and acquire the necessary professional skills. Conclusion. The obtained results of the study indicate that the use by students of the system of pedagogical techniques of self-organization of educational activities contribute to the effective acquisition of professional knowledge, while it is important to pay special attention to the process of forming in adolescent students a motivated psycho-emotional state of readiness to master the professional skills necessary in the future, as well as stimulating the adaptive abilities of volitional self-regulation.