Zoya Zelenska
G.S. Kostiuk Institute of Psychology, National Academy of Educational Sciences of Ukraine
92-100 (Українська)


empathic tendencies
emotional barriers
communicative skills
communicative qualities
communicative control
general school pupils

How to Cite



The study was conducted within the All-Ukrainian research project: “The psychological principles of innovative technologies for personal development” on the basis of Kyiv-Pechersk Lyceum № 171 “Leader” (Order of the Ministry of Education and Science No 414 dated  April 9, 2015).

The study object: pupils’ communicative skills. The study purpose: to study experimentally the development of communicative skills of middle-age school pupils.

The article describes the study principles and methodological approaches and substantiates the genetic modeling method used as the main study method.

To achieve the study purpose and empirical objectives, the following standardized psychological techniques were used: the method examining poly-communicative empathy (M. Yusupov) to determine pupils’ empathic tendencies; the method examining communicative control (M. Schneider) to determine pupil’s communicative control; the method studying pupils’ communicative qualities (“Need for Communication” by O.M. Orlov) to determine development of pupils’ need for communication; “Examining emotional barriers in interpersonal communication” (VV Boyko) to determine the existing emotional barriers in pupils’ interpersonal communication.

The study results: psychological features influencing development of communicative skills, in particular, pupils’ empathic tendencies, their communicative control, communicative needs (communicative qualities) and existing emotional barriers to communication were identified. The correlations among the named components of the studied system were revealed.

There were no significant differences between the pupils from the experimental group (Kyiv-Pechersk Lyceum No 171 “Leader”) and the pupils from the control group (Klovsky Lyceum). This means that the obtained results can be applied to pupils from general school of any form.

The revealed influence and mutual influence of the described indicators of communicative skills testify to their interdependence and complementarities. The development of one indicator reinforces other indicators and vice versa.

The psychological features of communicative skills identified in the article can become the basis for a psychological and pedagogical program that develops general school pupils’ communicative skills, in particular during English lessons.

Further research should include development of a psychological and pedagogical program that takes into account the identified psychological features to form of general school pupils’ communicative skills during learning foreign language vocabulary.


92-100 (Українська)


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