The role of Subjectivity and Educational Autonomy in Ensuring the Value-Motivational Sphere of Student Youth

This article examines the significance of subjectivity and learning autonomy for the development of the value-motivational sphere of student youth. Emphasizing the youth’s insufficiency in mechanisms for resolving negative life situations, the authors of the article turn to the study of cognitive and personal coping resources of students. The purpose оf the study is to investigate the fact that the development of coping resources is shaped by a combination of individual and psychological characteristics, in addition to the situational context of learning. The authors of this paper identified that the manifestation of autonomy is reflected in the consistency and coherence of self-perceptions in terms of goal-directed productivity. The attainment of goals acts as a determining factor in the formation of a new developmental situation. It is through these mechanisms that students actively engage in the educational process, demonstrating effective task execution, while the recognition of goal attainment functions as a stimulus.In conclusion, it was observed that the effectiveness of task performance in a given context depended on the level of cognitive and intellectual coordination, as well as the ability to strike a balance between active concentration and calmness when making decisions. This article is recommended for psychologists, teachers, graduate students, and researchers engaged in the field of professional and personal development.