RESPONSIBLE ATTITUDE OF STUDENTS AS MOTIVATION AND PERSONAL POTENTIAL OF THEIR PROFESSIONAL AND COGNITIVE ACTIVITY
The psychological nuances of the responsible attitude of students to professional and cognitive activity as their motivation and personal potential are considered. Analysis of the works of the researchers showed that the majority of authors study related to learning and cognitive activity of pupils and students, noting not homogeneous nature of their relationship to the school. In addition, each scholar considers relevant to learning and cognitive activity with different methodological and theoretical positions. Since professional education requires continuous improvement, the aim of our study was the professional cognitive activity of students as motivational and personal potential, in contrast to the general attitude of students to teaching and learning activities, as exploring other scientists. By the way, this is the novelty of the research. Contents of the paper are set out logically and correctly, it deals with the theoretical and practical calculations showing large done psycho-pedagogical activities. The authors used a targeted observation (direct, indirect and included), the analysis of special scientific sources, experimentation and others. The phenomena of goal-setting in the psychology and pedagogy, with the notions of learning goals and objectives of teaching and what factors are determined, the ratio of the learning objectives and goals of teaching and their harmony are considered. It is noted that the structure of educational motivation and multivalent in content and form. Types of vocational and cognitive activity are largely determined by the general and selective attitude to the individual academic disciplines, and at different stages of training in high school with the dominance of certain motives. The most important motives for the academic achievement of students are professional and social cognitive motives, motives, scientific and artistic achievements, the motives of personal prestige, related directly to the chosen specialty for the future life. Some features of the interaction of teachers and students - equal subjects of university process are revealed. The emphasis is on the specifics of the relationship of teachers to students who, without empathy relate to students, explaining the reason for this situation according to the teachings of Freud. In the process of training the student acts as the object and the subject of management and self-management. This is affected by both objective and subjective factors. The process of formation of motivation includes two psychological mechanisms: the “top - down - up”. Further four dedicated component of the formation of our responsible attitude of students to professional-cognitive activity on the basis of motivational and personal potential of each are disclosed. They are cognitive-evaluative, substantial and meaningful, operation-build it and emotionally-reflexive components. The levels of formation of a responsible attitude of students to professional-cognitive activity on the basis of motivational and personal potential are presented.