The personality of a secondary school as a subject of cognitive activity in the conditions of the information society: empirical research results

Materials and methods. The collection of empirical data was carried out using the method of studying the motivation for learning of adolescents (N. V. Kalinina, M. I. Lukyanova), the method of «Personal Creativity» (D. Johnson), the wheel of critical thinking, the method of «Intellectual Lability» (12-15 years) (modification of S. N. Kostromina), the method of «Systemic Historical Thinking through the Solution of Interactive Cognitive Problems» (S. V. Nechaeva), the method of studying the subjectivity of adolescents (R. V. Ovcharova), an adapted questionnaire of subjectivity (E. N. Volkova, I. A. Seregina), the questionnaire «Style of Self-Regulation of Behavior» (V. I. Morosanova). The study was conducted in five stages: at the first stage, the object of study was the motivational component, at the second stage – the cognitive, at the third stage – the activity-based, at the fourth stage – the communicative, at the fifth stage – the regulatory. The study involved 228 eighth-grade students from various educational institutions in Perm, including 114 boys and 114 girls. Mathematical methods were used to process the empirical research materials, including Student's t-test, Fisher's F-test, Kruskal-Wallace H-test, clusоter (K-means method) and correlation analysis (Pearson linear correlation method).
Results. This study revealed identified the levels of development of the components of the structural and content-based organization of a secondary school student`s personality as subjects of cognitive activity. The overall clustering revealed three groups (clusters) associated with the levels of development of the components of the structural and substantive organization of the personality of secondary school students as subjects of cognitive activity. A study of the intra- and inter-component relationships in the structural and substantive organization of the secondary school teacher's personality as a subject of cognitive activity demonstrates its integrity as a multi-level entity at this age. The study also identified challenges in the development of each component, which are closely interrelated and related to the need to create a systemic learning environment for and conditions for the development of the secondary school student's personality as a subject of cognitive activity.
Discussion and conclusions. Based on the results of the empirical study, the significance of a new teaching methodology – the systematic use of an interactive approach – is substantiated.

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