Psychological and pedagogical technologies for the students’ sustainable behavior development

Abstract

The aim of the research is to theoretically substantiate and experimentally study the peculiarities of students' stable behavior. The research was conducted using theoretical methods: analysis of scientific works of domestic and foreign authors devoted to the topics of aggressive behavior in the younger adolescence and anxiety in younger adolescents; generalization and systematization of materials. The research was organized by the authors of the paper as an ascertaining natural experiment. The results of the conducted research showed the following: the current levels of aggressive behavior in the sample of subjects were measured, the number of subjects with expressed personal and situational anxiety, for whom a stressful situation can be a significant stimulus, was found out. Close direct correlations were found between the indicators of aggressive behavior and situational and personal anxiety. Negativism and guilt were least connected with situational and personal anxiety, and the closest correlations were found between the indicators of anxiety and “physical aggression”, “verbal aggression”, “indirect aggression”, “suspicion”, “resentment”, “physical aggression”, “verbal aggression”, “indirect aggression”, “suspicion”, “resentment”. The obtained results make it possible to assume that psychological and pedagogical correction of situational and personality anxiety will help to reduce the increased level of aggressive behavior in younger adolescents. Psychological work with aggressive manifestations in the key of forming the skill of constructive response, in turn, can reduce situational, and subsequently more stable personal anxiety.