TY - JOUR AU - Martyniuk, Iryna PY - 2021/04/30 Y2 - 2024/03/29 TI - THE TECHNIQUE OF PSYCHOSEMANTIC ANALYSIS OF STUDENTS’ ATTITUDES TO SELF-EDUCATIONAL ACTIVITIES JF - PSYCHOLOGICAL JOURNAL JA - Psychological journal VL - 7 IS - 4 SE - DO - 10.31108/1.2021.7.4.10 UR - https://apsijournal.com/index.php/psyjournal/article/view/1209 SP - 99-108 AB - <p>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&nbsp; self-education is modern, dynamic; deepness of&nbsp;&nbsp; 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)&nbsp;Fatiguing – Mobilizing, 2)&nbsp;Disciplinary – Relaxing, 3)&nbsp;Effective – Ineffective, 4)&nbsp;Interfering – Helping, 5)&nbsp;With help– Independent, 6)&nbsp;Significant – Unimportant, 7)&nbsp;Externally directed – Self-motivated, 8)&nbsp;Easily accessible – Hard to access, 9)&nbsp;Easy to implement – Difficult to implement, 10)&nbsp;Mass – Individual, 11)&nbsp;Full of meaning – Nonsense, 12)&nbsp;Not worth the effort – Worth the effort, 13)&nbsp;Not worth the attention – Worth the attention, 14)&nbsp;Uninformative – Informative, 15)&nbsp;Necessary – Useless, 16)&nbsp;Unnecessary – Demanded, 17)&nbsp;Unacceptable – Desirable, 18)&nbsp;Unproductive – Effective, 19)&nbsp;New – Traditional, 20)&nbsp;Boring – Interesting, 21)&nbsp;Passively carried out – Actively carried out, 22)&nbsp;Superficial – Deep, 23)&nbsp;Constant – Situational, 24)&nbsp;Regular – Rare, 25)&nbsp;Various – Monotonous, 26)&nbsp;Systematic – Chaotic, 27)&nbsp;Modern – Old-fashioned, 28)&nbsp;Harmful – Important. The expressed differentiating ability of the technique was substantiated. The stages of technique development were described.</p><p>&nbsp;</p> ER -