ФЕНОМЕНОЛОГИЯ, ПСИХОЛОГИЧЕСКИЕ ДЕТЕРМИНАНТЫ, ПРОФИЛАКТИКА И ПРЕОДОЛЕНИЕ АКАДЕМИЧЕСКОЙ НЕУСПЕШНОСТИ МЛАДШИХ ШКОЛЬНИКОВ

The article examines the phenomenological essence of academic success/failure among primary school children. The connection between academic success and cognitive abilities and professional success is noted. However, the relationship between academic success and cognitive abilities and professional success is not direct, as it is mediated by many factors. The phenomenon of success is viewed as a complex characteristic reflecting an individual’s ability to achieve their goals, realize their potential, and derive satisfaction from their actions. The key factors determining the success of learning are identified: the age of the child starting systematic school education and the didactic and methodological system within which school education will be carried out; the neuropsychological factor and the psychological factor. The causal grounds of academic underachievement in younger schoolchildren and their “disorganizing” potential are presented. It is emphasized that psychological and pedagogical vigilance and a basic human centered pedagogical stance form the basis of a teacher’s potential in preventing and counteracting academic underachievement.