ПРОЯВЛЕНИЯ СОЦИАЛЬНОЙ ОДАРЕННОСТИ ОБУЧАЮЩИХСЯ МЛАДШЕГО ПОДРОСТКОВОГО ВОЗРАСТА

Abstract

Statement of the problem. The article presents the results of the research into manifestations of social giftedness among junior adolescents: communicative and organizational abilities, motivational orientations in interpersonal communication, emotional intelligence, as well as the correlation among the studied manifestations in the structure of social giftedness. The research contributes to the solution of the relevant educational problem of monitoring, development and psychological and pedagogical support of gifted students. The purpose of the article is to identify the manifestations of social giftedness among junior adolescents and to outline the directions of psychological and pedagogical work on the development of students’ social giftedness. The research methodology was the analysis and generalization of scientific works and publications of native and foreign psychologists on the problems of giftedness and social giftedness in the area of definitions, sources and components of the structure of giftedness, as well as the use of standardized survey methods in the framework of the psychometric approach to the study of key structural components of social giftedness (communicative and organizational abilities, prosocial motivation and social intelligence) and statistical methods (rank correlation, cluster analysis) to study the correlation of indicators in the structure of social giftedness among junior adolescents. Research results. The article presents the results of empirical research into manifestations of social giftedness among junior adolescents (communicative and organizational abilities, motivational orientations in interpersonal communication, indicators of emotional intelligence), demonstrating that only a small part of the studied sample of adolescents possesses abilities manifested at a high level in the structure of social giftedness. The article offers the results of statistical research showing the direct correlation among the components of the structure of social giftedness. In light of the model of social giftedness created on the basis of cluster analysis, the directions of psychological and pedagogical work on development and support of students’ social giftedness are offered. Conclusions. The research results and conclusions can be used by a psychologist of education while solving tasks in the framework of the function of psychological and pedagogical support of educational process in educational institutions and tasks of the Federal State Educational Standard of basic General education concerning the formation and development of students’ personal and interdisciplinary competencies. On the basis of the obtained data, a program of monitoring and development of students’ social giftedness with elements of training sessions and psychological games can be developed.