PSYCHOLOGICAL AND PEDAGOGICAL DETERMINANTS OF THE FORMATION OF PERSONAL MOTIVES IN THE GROWING PERSONALITY WITHIN  THE RDUCATIONAL  PROCESS OF OUT-OF-SCHOOL EDUCATION INSTITUTIONS

• Hryhorii Pustovit

  Rivne State University for the Humanities

  https://orcid.org/0000-0001-7754-0249

• Oksana Petrenko

  Rivne State University for the Humanities

  https://orcid.org/0000-0001-6906-3542

• Liudmyla Balika

  Rivne State University for the Humanities

  https://orcid.org/0000-0003-0042-7744

The article actualizes the problem of updating conceptual foundations and searching for scientific-applied approaches to improving the quality of organization and implementation of the modern anticipatory educational process not only in general secondary education institutions, but also in the activities of out-of-school education institutions, which provide meaningful leisure and development of the growing personality in free time from studies. The essence of the value-motivational approach is revealed as one of the leading scientific approaches to the implementation of the educational process in out-of-school education, which ensures the formation in pupils of an active life position, civic responsibility, and spiritual-moral guidelines

Special attention is paid to the issues of forming the system of values and value orientations of the growing personality, their role in the formation of worldview, the direction of one's own actions, social behavior, and morally responsible actions is determined. Based on theoretical analysis, psychological-pedagogical determinants of the formation of leading motives that determine the life-creative activity of pupils in out-of-school education institutions have been identified and characterized. A classification of the main groups of motives is proposed, namely: educational-cognitive motives (broad cognitive, procedural, motives of self-education and self-upbringing); social motives (broad and stable, narrow positional, motives of social cooperation); moral motives, communication motives (communication and cooperation), and motives of self-establishment through self-education and self-upbringing.

It has been concluded that the implementation of the value-motivational approach in the educational work of out-of-school education institutions ensures the unity of the child's intellectual, spiritual, and moral development, promotes their self-affirmation, self-realization, and formation as a socially active, responsible, and creative citizen of Ukraine.

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Copyright (c) 2025 Hryhorii Pustovit, Oksana Petrenko, Liudmyla Balika

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