PROACTIVITY AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

• Жанна Стельмашук

  РДГУ

• Катерина Павелків

  Rivne State University of Humanities

In the article on the basis of the realized theoretical research the essence of proactivity as a psychological and pedagogical problem is revealed. It was found that the concept of "proactivity" has found its justification in foreign scientific works, but is insufficiently studied in domestic psychological and pedagogical theory and practice.

It is proved that proactivity in the works of foreign psychologists is seen as a person's ability to choose one or another model of behavior, based primarily on their own will and consciousness, rather than external circumstances; actions and way of life, when a person does not react to external influences, but is the author of influences, chooses his actions, launches them on his own initiative, anticipating the impact on themselves and forming the necessary reactions in others. It is specified that in psychology, proactivity is opposed to reactivity, when the choice is determined by external circumstances and stimulation.

It was found that the key characteristics of this concept are the individual's awareness of their actions and their consequences, volitional component, spontaneity, responsibility, dominance of higher human needs, orientation in choosing behaviors mainly on beliefs, ideals and values of the individual rather than external factors.

It has been established that proactivity is a style of behavioral activity that protects the individual from possible adverse effects of stress. The specified term is associated with self-determination, resources, personal potential and growth, activity and responsibility of the individual.

It is concluded that to be proactive means that a person is aware of their deep values and goals and acts in accordance with their life principles, not according to the conditions and circumstances, forming these conditions and circumstances.

• pdf (Ukrainian)