TY  - JOUR
T1  - THE ABILITY OF THE SUBJECT OF KNOWLEDGE TO SELF-ORGANIZATION OF ACTIVITY AS AN INDICATOR OF SUBJECTIVITY
AU  - Rybakov, Andrey
AU  - Pakhmutova, Marina
AU  - Bakhtina, Svetlana
AU  - Paatova, Mariya
PY  - 2019
DA  - April
JF  - IJASOS- International E-journal of Advances in Social Sciences
JO  - IJASOS
PB  - OCERINT International Organization Center of Academic Research
WT  - DergiPark
SN  - 2411-183X
SP  - 195
EP  - 201
VL  - 5
IS  - 13
LA  - en
AB  - One of the urgent problems of modern psychology of education is thequestion of the psychological factors of the formation of the subject ofknowledge in the educational environment of the university. Since theeducational environment of different universities does not always meet theneeds of a developing subject of knowledge, its psychological qualities play aspecial role. Therefore, in the modern education system, there is a need tomove from the paradigm of "competences" to the anthropological principleof education, based on the concept of "subjectivity"."Subjectivity" in the tradition of Russian psychology isassociated with the ability to self-development and self-education (S.L.Rubinstein, S.N. Kostromina, V.I. Slobodchikov). An important factor in thedevelopment of subjectivity is the ability to self-organization. In modernstudies there is no description of the relationship between self-organizationof the individual and his subjectivity, which is partly due to the inaccuracyof the existing definitions. Many scientists (A.D. Ishkov, V.M. Latushkina,V.I. Morosanova and others) consider self-organization as a set of behavioraltraits, such as responsibility, self-control and foresight. However, weunderstand the self-organization of the subject at the stage of vocationaltraining from the standpoint of a systematic approach, namely, as an integralsystem of personal qualities of different nature. The integral system is formedon the basis of the dominant personal qualities of the subject, which are includedin the activity and are used to achieve certain goals, changing in accordancewith the value attitude to the world. In behavior this system is manifested asa subject position regarding the activity and its organization.The purpose of the study was to identify the relationship of theability of the subject to self-organization with the development of hissubjectivity. The study involved students of the VolgaStateTechnologicalUniversity(N = 100). The cross-sectional method allowed us to establish differencesconcerning the organization of the activities of students enrolled in differentcourses. It is established that self-organization of the personality of seniorstudents is characterized by the presence of specific integral properties.Integral properties associated with the value setting of students in researchactivities. Senior students, as subjects of knowledge, are focused on theperformance of independent research, which indicates the development of theirsubjectivity. Self-organization of the personality of second-year students isassociated with the presence of qualities that can potentially be involved inresearch activities and develop in it. However, only to the senior courses thestructure of the integral properties manifests itself most clearly, whichindicates the formation of students' subjectivity. So, we concluded that theself-organization of the individual is a manifestation of the integrity of theindividual and is associated with the formation of the subjectivity of thefuture professional. Research activities of students can act as a condition forthe formation of subjectivity.
KW  - Psychology of students
KW  - Personality
KW  - Self-organization
KW  - Activity
KW  - Subjectivity
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UR  - https://dergipark.org.tr/en/pub/ijasos/article/531525
L1  - https://dergipark.org.tr/en/download/article-file/704743
ER  -