SYSTEM-INTEGRATED APPROACH TO THE PROBLEM OF PERSONALITY AT THE DIFFERENT STAGES OF ITS ONTOGENESIS

Abstract

The article describes the possibilities of applying the system-integrated approach to the study of the problem of gifted personality at various stages of its ontogenesis. In particular, from the standpoint of a system-integrated approach, the general structure of psycho-regulating components of a gifted personality is revealed. The structure of social and psychological manifestations of gifted personality is considered and their contribution to the general regulation of educational activity is determined; the hierarchy of dominant values ​​and motives of gifted teenagers is revealed and the typology of gifted children is revealed with the disclosure of the content and structural characteristics of each type; formulated psychodiagnostic criteria of personality characteristics that promote the regulation of educational activities and shows the importance of value orientations for optimal disclosure of talented gifted students; A special program of social and psychological support for the process of becoming a gifted person is developed. Individual differences in the components of mental regulation of educational activities allowed to select a group of gifted respondents with a productive motivational component of the psychological regulation of such activities and those with an unproductive motivational component of the psychological regulation of educational activity. It is shown that the implementation of a systematic approach in this field requires not only the reconstruction of existing concepts of giftedness, but also the development of new technological solutions – a set of tools that can capture the subject as multidimensional, holistic and changing in time, in particular depending on different learning conditions. The program of social and psychological support, based on the principles of the system-integrated approach and aimed at the formation of the motivational component of the mechanism of mental regulation of the educational activities of gifted personality, proved its effectiveness in increasing the indicators of creative motivation, creative orientation, reflexivity, the ability to combine, divergent thinking, freedom associations, ingenuity, self-esteem, self-regulation.