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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Perspectives and Potential of Psychosocial Approach to the Problem of Development in Middle School 745

Ilyin V.A., PhD in Education, Professor of the Department of social pedagogy and psychology, Moscow Pedagogical State University, Moscow, Russia, va0405@mail.ru
Sipjagin D.V., PhD student at Moscow State University of Psychology and Education., Moscow, Russia, sipiagin@yandex.ru
Abstract
The article analyses methodological and procedural grounds of psychosocial development assessment in the context of one's acquisition of learning skills and knowledge, taking into account the organizational specificities of modern education. The authors present theoretical and experimental data on qualitative influence of psychosocial identity structural components on one's behaviour in the social environment. The behaviour al features are as well determined by the outcomes of the first four crises of one's epigenetic development. The authors review the specificity of these outcomes' influence and make an attempt to design a profile of one's psychosocial development reflecting behavioural and value components of his/her sociopsychological activity.

For Reference

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