FEATURES OF THE ACTIVITY OF MODERN ADOLESCENTS AND POSSIBILITY OF ITS DEVELOPMENT WITH THE HELP OF A SUBJECT-SPATIAL COMPONENT OF THE EDUCATIONAL ENVIRONMENT
Authors:   Siberian State University of Science and Technology named after Academician M.F. Reshetnev (Krasnoyarsk, Russia), Parfenova A.G. ,   KSPU named after V.P. Astafyev (Krasnoyarsk, Russia), Safonova M.V. ,   KSPU named after V.P. Astafyev (Krasnoyarsk, Russia)
Published: May 2022

Statement of the problem. The article fixes the relevance of the problem of student activity, since any human manifestations are associated with the phenomenon of activity, emphasizes the importance of studying the nature of activity, the mechanisms of its development and manifestation in order to determine possible ways of its purposeful formation. The purpose of the article is to analyze the results of the study of various manifestations of the activity of the personality of adolescents and to discuss the possibilities of the subject-spatial environment of educational institutions as a means of contributing to the formation of the activity of the personality of a modern schoolchild. The theoretical and methodological basis of the research includes activity-based (V.V. Davydov, M.M. Makhmutov, etc.); personality-activity-based (V.P. Zinchenko, V.A. Slastenin), systemic (B.F. Lomov, V.A. Hansen), ecological (J. Gibson), integrative (A.A. Volochkov) approaches, as well as the theory of personality activity (S.L. Rubinstein, L.S. Vygotsky, B.F. Lomov, K.A. Abulkhanova-Slavskaya), research in the field of environmental psychology (M.Chernoushek, K. Levin, J. Gibson, V.A. Yasvin). 155 students of grades 6–8 of MBOU “Secondary school No. 157” of Krasnoyarsk took part in the study. To analyze the results, the following samples were formed: all respondents studying separately in grades 6, 7, 8. The methods of WAM (well-being, activity, mood) developed by V.A. Doskin, N.A. Lavrentieva, V.B. Sharai and M.P. Miroshnikov were used; the method of diagnosing the components of socially-oriented activity by R.M. Shamionov; the method of diagnosing the components of subjective adaptivity “Readiness for action and evaluation of the implementation of action” by L.M. Kolpakova, S.V. Khusainova. Observation was also used as a research method. When processing the results, methods of average analysis, ranking, and qualitative analysis were used. Research results. According to the study of social activity, adolescents are motivated to be with others and be active in interaction and communication, but they have insufficient indicative basis for its implementation, they do not see opportunities for activity, which is accompanied by negative experiences and is expressed in low overall activity. Teenagers rarely initiate any actions, offer solutions, in order for the activity to manifest itself, efforts on the part of a teacher, mentor are required. That is, we can talk about reactivity in response to the demands of the school environment, rather than about our own activity. Teenagers find it difficult to choose such forms of their actions and behavior that would allow them to harmonize their own interests and the interests of others, rely on internal meanings and beliefs and combine them with the requirements of the society. Internal contradictions lead to emotional tension, negative experiences and rejection of activity as a defensive strategy to avoid failure. After passing through the physiological storm in the acute puberty period, from the point of view of the functional state, adolescents are ready to be active, but psychologically the realization of different types of activity is hindered by the difficulty in finding their own ways of its manifestation, consistent with the requirements of the social environment, as well as conditions in the educational environment that limit the manifestations of activity or do not contribute to the emergence of the need for activity. Conclusion. In adolescence, we can talk about the presence of a certain readiness of adolescents to be proactive in the educational environment, but unwillingness, inability to show it. In many ways, this may be due to environmental factors that set a certain well-being, mood, readiness for active actions. As one of the means of developing the activity of adolescents, we offer a co-participating design of the subject-spatial component of the educational environment.