PEDAGOGICAL FACTORS’ IMPACT ON THE QUALITY OF STUDENTS’ SELF-DETERMINATION

Abstract

In the framework of human-centered education, the authors describe the concept of “selfdetermination of a man” defined as an intrapersonal system of personally valuable needs and capabilities necessary for the realization of relations with oneself (in self-realization) and with the environment (in the performance of social and labor functions). This allows us to identify the significant aspects of self-determination and the characterization of its quality as a functional property of the system. In the genetic aspect, the system of self-determination of a person changes its properties in the longitudinal process of the ongoing relationships with oneself and with the environment. The authors focus on the possibilities of developing a person's self-determination in the educational relations of students and with the pedagogical staff accompanying the educational activity. The factors of pedagogical influence on the self-determination of trainees, in the process of humanely oriented subject-subject educational relations were characterized. In general, pedagogical factors are characterized as the basis for self-determination of students in self-realization and in participation in social and professional relations with themselves, educators and the representatives  of the sphere of social production. It is assumed that the educational relations of students with partners in humanitarian and career-oriented relations should serve as an external basis for “launching” the internal reserves of students in the process of self-determination.