Epanchintseva G.A., Kozlovskaya T.N., Kozlovskii D.A.
FEATURES OF ACTIVITY STYLES AND SELF-ORGANIZATION OF UNIVERSITY STUDENTS ^{[№ 1 ' 2019]}
Among the requirements for specialists to perform professional activities, an important place is occupied by the skills and abilities to work with a large amount of information and in multitasking conditions. And this requires knowledge of the fundamentals of self-organization, which presupposes a rational distribution of time, precise planning and organization of the entire process of life activity — study and classes outside it. The study is devoted to the study of the development of skills of self-organization of university graduates and first-year students, as the student acts as a subject of educational activities, in which, along with classroom work, a large amount of hours falls on the independent study of sections of disciplines, research and other work. It is the period of study at the university that is sensitive for the formation of self-organization skills.
The representative sample included first and final year students of universities in Orenburg in the amount of 68 people. Questionnaire “styles of activity” (SA-36) A.D. Ishkova and N.G. Miloradova allowed to identify differences between students of junior and senior courses. We found differences in the styles of students' activities: the predominance of the theoretical and reflective type of activity among younger students and the dominance of the pragmatic and active type among senior students. The questionnaire “Diagnosis of features of self-organization” (DFSO-39) A.D. Ishkov allowed us to reveal that junior students showed medium and high targets for goal setting, which indicates a sufficient level of development of skills for accepting and retaining goals, with an overall low level of self-organization. Self-organization of senior students is distinguished by higher self-control, an analysis of the circumstances that are essential to achieve the goal, the level of planning their own activities, and the development of volitional qualities. Based on mathematical statistics, we identified differences between groups at the level of independence and organization of students.
Younger students showed medium and high targets for goal-setting, which indicates a sufficient level of development of skills for adopting and maintaining goals, with an overall low level of self-organization. Differences were found in the styles of students' activities: the predominance of the theoretical and reflective type of activity among younger students and the dominance of the pragmatic and active type among senior students. The data obtained in our study indicate the need to optimize the educational process and the inclusion of academic disciplines related to learning self-organization.