Особливості розвитку рефлексивності залежно від особистісної ефективності учнів

Abstract

The article examines reflexion as a determinant factor in personality formation that ensures activity successfulness, and reflexivity as a mechanism for personal efficiency formation. Reflexion is defined as an integrative property and a mechanism that enables a personality to realize and assess personal subjective qualities, to analyze personal «Me», to set new goals on the basis of personal meaningful assessments of own potentials, and, in conjunction with these goals, adjust adequately the perception of oneself and personal attitudes toward people around. The article describes the modern meta-cognitiveinterpretations of reflexion as a rethinking of the contents of consciousness, which has regulatory functions. The article analyzes data obtained from the experimental research on the types and properties of reflexivity, according to the criterion of its orientation (intra- and inter-psychic), characteristic for pupils with different efficiency during their transition from junior school age to adolescence. Pupils with high personal efficiency at stable, «uncritical» periods of school life demonstrate a sufficiently successful mastery of the ability to self-analysis, self-understanding, and understanding of their attitudes to others. At the same time, it has been found that the transitional periods (from primary to secondary school, from junior school age to adolescence) and the periods of adaptation show appearance of destructive tendencies, «blocking», and a decrease in the rate of reflexivity development, especially in the groups of low-efficiency pupils. The article proves that pupils’ intra-psychic reflexion is developed more intensively and constructively than inter-psychic during the period from the 3rd to 6th school years. This general tendency is observed in both groups of pupils: with low and with high personal efficiency. The development of intra-psychic reflexion is intensified at the transition to adolescence, as evidenced by an increased number of indicators showing average and higher than the average levels of this type of reflection, especially in groups of pupils with average and high-efficient levels.