THEORETICAL MODEL OF ASSERTIVE POTENTIAL OF STUDENT YOUTH PERSONALITY
Keywords:
assertiveness, factors of development of personality assertiveness, assertive potential, self-actualization, social interaction, student youth.Abstract
The article presents the study results on developing assertiveness in student youth. The scientific and methodological basis of the study is formed by theoretical provisions on the nature of adaptability and expediency of human behaviour; general psychological provisions on the cognitive aspects of self-awareness and conscious choice; personality-oriented approach to revealing contradictions in the development of personal activity. The main theoretical approaches to understanding the phenomenon of assertiveness are analyzed and distinguished, in particular, phenomenological, existential, ontological, cognitive-behavioural and socio-cognitive ones. The main scientific views on the study of assertiveness are systematized. Particular attention is paid to foreign studies that examine the mechanisms of assertiveness as the ability to defend one's rights without violating the rights of others and consider assertiveness as a communication style that excludes passivity and aggressiveness. Among domestic scholars, the author highlights the works according to which assertiveness is a means of maximum personal self-realisation and self-actualization of the individual. The basic definitions and features of assertiveness are defined. The author's view on the concepts of assertiveness and assertive potential is formulated. The main socio-psychological factors influencing the development of student youth's assertiveness are identified and generalized. A theoretical model of the assertive potential of the student's personality has been developed, which includes three blocks: motivational, self-regulatory and integrative. The structural components of assertiveness are defined. The importance of an integrated approach to the study of this issue is emphasised. The article outlines the possibilities of practical application of the proposed model in the educational environment and opens up prospects for further research on the psychological factors of formation and development of assertiveness in students.
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