Home – Home – Jornals – Professional Education in the Modern World 2019 number 4

The article raises the problem of the relationship of self-esteem with the effectiveness of the educational activities of university students. The influence of external and internal factors on the effectiveness of educational activities of students is considered. As factors external to the psychological structure of educational activity, such factors as the system of educational activity, the educational environment, teaching methods for academic subjects, a multifunctional didactic system of requirements for a school textbook, and a pedagogical style are analyanalyzed. The level and quality of development of cognitive abilities, learning ability, cognitive styles, self-esteem are the internal factors affecting the formation of educational activities.. The results of an empirical study on the relationship with the self-assessment of educational activities are presented. The methodological basis of the study is the personality-activity approach of L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev; theory of educational activity V.V. Davydova, D.B. Elkonin; the concept of mental regulation of activity developed in the research of B.G. Ananiev, A.K. Markova, D.A. Leontyev, A. Bandury, L.I. Bozhovich et al. The study applied methods for assessing the level of formation of educational activity (G.V. Repkina, E.V. Zaika), which relies on approaches to assessing the level of formation of educational activity, generalized in the work of A.G. Asmolova and the methodology for diagnosing self-esteem (Dembo-Rubinstein modified by A.M. Parishioners). As a result of an empirical study, various structures of the relationship between self-esteem and the effectiveness of educational activities for groups of students with high and low academic performance were obtained. Self-esteem among students with a high level of achievement correlates with such blocks of educational activity as motivational, goal-setting, and construction of educational activity. Self-esteem among students with a low level of achievement correlates with such blocks of educational activity as goal-setting, construction of educational activity, and control and evaluation.