THE TECHNIQUE OF PSYCHOSEMANTIC ANALYSIS OF STUDENTS’ ATTITUDES TO SELF-EDUCATIONAL ACTIVITIES

The article presents the author’s technique analysing psychosemantically students’ attitudes to self-educational activities, which can be used in psychological and pedagogical practice both for research purposes and for psychological and pedagogical assistance for students by developing their readiness for self-education. It is substantiated that the study of the constructs of students’ consciousness, which reflect their attitudes to different self-educational activities, using the method of semantic differential, makes it possible to identify: how difficult to implement self-educational activities (including specific activities, such as reading of scientific-professional literature); what self-education means to them; how it affects students; how students understand the importance of such activities for their professional development; how they are interested in these activities and whether they are active in their implementation; to what degree self-education is modern, dynamic; deepness of awareness of what is learned through self-education; the regularity of their self-educational activities; the degree of independence in such activity organization and implementation; effectiveness of self-educational activities. During technique development, twenty-eight scales were identified, which made up the final version of the semantic differential matrix: 1) Fatiguing – Mobilizing, 2) Disciplinary – Relaxing, 3) Effective – Ineffective, 4) Interfering – Helping, 5) With help– Independent, 6) Significant – Unimportant, 7) Externally directed – Self-motivated, 8) Easily accessible – Hard to access, 9) Easy to implement – Difficult to implement, 10) Mass – Individual, 11) Full of meaning – Nonsense, 12) Not worth the effort – Worth the effort, 13) Not worth the attention – Worth the attention, 14) Uninformative – Informative, 15) Necessary – Useless, 16) Unnecessary – Demanded, 17) Unacceptable – Desirable, 18) Unproductive – Effective, 19) New – Traditional, 20) Boring – Interesting, 21) Passively carried out – Actively carried out, 22) Superficial – Deep, 23) Constant – Situational, 24) Regular – Rare, 25) Various – Monotonous, 26) Systematic – Chaotic, 27) Modern – Old-fashioned, 28) Harmful – Important. The expressed differentiating ability of the technique was substantiated. The stages of technique development were described.