The Personality’s Readiness for Self-Educational Activity as a Psychic Phenomenon
DOI:
https://doi.org/10.35774/pis2026.01.165Keywords:
self-education, personality, self-educational activityAbstract
The psychological content and structure of the personality’s readiness for self-educational activity are substantiated, and its attributive features, levels of organization, forms of manifestation, and diagnostic indicators are described. It is noted that such readiness is the foundation and driving force of successful learning and development of the student both within institutions of higher education and beyond their spatial and temporal boundaries. At the same time, the analyzed readiness is considered one of the prerequisites for a person’s ability to function fully in conditions of uncertainty, and the importance of its formation in the system of higher education is emphasized. As a result of constructive reflection on the works of Ukrainian and foreign scholars on the issue under study, the absence of a complete, holistic understanding of the essence of the psychological readiness of the personality for self-educational activity – outside the format of its identification with self-development and independent study work – is established. It is noted that the existence of this fact hinders the understanding of its markers and creates obstacles to the selection of valid tools for its identification, without which any methods and measures for its development lose their validity. It is demonstrated that the essential horizon of a person’s readiness for self-educational activity constitutes an integral psychic formation that stably combines personal traits-qualities, abilities, motivation, knowledge, skills, and habits necessary for carrying out this activity, manifests itself as a disposition toward self-education, and ensures the effectiveness of the learning process, resulting in a qualitatively new state of personal maturity of a worldview and self-realization character. For the first time, drawing on the methodological reasoning of the logical-canonical construction of the act (according to V. Romenet’s theory), four components of the developmental readiness of the personality for continuous self-educational growth are named, their essence is outlined, and their psychosocial substantive content is elaborated: the situational-personal, motivational-cognitive, act-action, and reflexive-post-action components. In addition, the study highlights the criteria, forms of manifestation, and psychodiagnostic features and indicators of a person’s developed readiness for self-directed activity.
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