SPECIFICITY OF FORMATION OF VALUE ATTITUDE TOWARDS FAMILY IN HIGH SCHOOL STUDENTS

An educational institution serves as a space for developing traditional Russian spiritual and moral values in students. In the context of foreign policy threats and various social crises, developing students' proper family values requires special attention. The protection of family values is regulated by regulatory and legal requirements and is one of the main vectors of educational work in modern schools. Efforts to develop family values in high school students should be systematic, comprehensive, and involve all participants in the educational process. The process of developing family values in high school students is proposed to be viewed as a stable, multi-component system of ideas, knowledge, attitudes, emotions, and behavioral manifestations, reflecting the importance of family in an individual's life values and regulating high school students' attitudes toward family roles, responsibilities, and traditions. Evaluation of the effectiveness of an educational organization's activities in developing a value-based attitude toward family among high school students should be carried out on the basis of monitoring criteria that reflect the substantive essence of the phenomenon being studied (motivational, cognitive, emotional, and behavioral criteria). It has been determined that activities to develop a value-based attitude toward family include specific tasks that align with the state's social mandate for family and childhood protection. These tasks include stages (the acquisition of value-based knowledge and models, the modeling of family-value-based motivation, and the implementation of family-value-based behavior), and areas of activity (developing in high school students a sustainable motivation to develop family values, developing a holistic system of knowledge about the nature and methods of developing family values, fostering an emotionally positive attitude toward family traditions and values to create a positive emotional background for perceiving family, and reinforcing behavioral patterns consistent with family values in behavioral strategies). These activities also include implementation principles (coordination between family and school actions, the active participation of all participants in the educational process, a unity of values and meanings in approaches to understanding family, an awareness of the importance of family in human life, and the readiness of high school students to design a model for their own future family).