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  Previous issue (2019. Vol. 11, no. 1)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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The conditions for goal-setting development in older adolescents (at the example of thought-activity education)

Zhilinskaya A.V., lecture, School of Psychology, The Faculty of Social Sciences, National Research University Higher School of Economics, Moscow, Russia, alisez@yandex.ru
Abstract
The article describes the experience of development of environment that facilitates goal setting and achieving in collaborative activity for the group of eight adolescents in the frames of work of an educational project in a Moscow school of thought-activity education. The type of goal-setting that overcomes the gap between a person’s notions of due and actual situations through setting and achieving a goal is described. The conditions of goal-setting development in adolescents are outlined. Such conditions were revealed in the 8 years long research of the process of collaborative initiatives implementation by employers and older adolescents; the sample included more than 200 adolescents. Important internal conditions of successful mastering of goal-setting means in older adolescents are abilities to articulate norm or value they want to embody into action and to work with one’s frustration with the situation through accurate indication of the subject-matter due to change and making the necessary changes. External conditions of successful mastering of goal-setting means in older adolescents are specially constructed situations that allow a group of adolescents to articulate their position, to set and achieve a goal through transformation of the situation.

Keywords: goal, goal-setting, older adolescence, thought-activity education, educational project

Column: Developmental Psychology

For Reference

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