COGNITIVE AND MOTIVATIONAL FACTORS OF GIFTEDNESS DEVELOPMENT IN STUDENTS OF ECONOMICS

Abstract

The article highlights the study of pedagogical approaches to the development of cognitive and motivational factors of giftedness in students of economic specialties in the context of the transformation of the current system of higher education. It is emphasized that the effective formation of giftedness is impossible without the creation of an educational environment that ensures not only the mastering of professional knowledge, but also the development of internal motivation, self-reflection and the ability to self-study. It is determined that pedagogical influence should be implemented through the integration of cognitive and motivational components of the educational process aimed at forming an active position of the student. The main stages of pedagogical work on the development of motivational factors are outlined: the formation of the primary stimulus, activation of search activity, awareness of individual educational goals, consolidation of a positive attitude towards professional self-improvement. Emphasis is placed on the importance of using interactive forms of learning that contribute to the development of analytical, critical, creative thinking, as well as the formation of communication and research skills. The conceptual provisions of the model of intellectual enrichment are described, which involves the individualization of educational tasks, the autonomy of the student in the choice of learning methods, and the creation of an atmosphere of support, trust, and intellectual initiative. Giftedness is defined as an integral property that combines cognitive and motivational components, the interaction of which ensures the professional success of the future specialist. It was concluded that the teacher's task is to create a developmental educational space where cognitive development and motivational growth of students mutually reinforce each other, forming a competitive, creative and socially responsible economist of the new generation. The prospect of further research is seen in the study of the relationship between the cognitive thinking styles of students and the level of manifestation of their academic and professional giftedness.