PSYCHOLOGICAL DETERMINANTS OF SUCCESS DURING TEACHING STUDENTS WITH A TENDENCY TO DEPRESSION

Abstract

The aim of our study was to identify the psychological determinants of success in teaching students with a predisposition to depression. In order to obtain results, we used such techniques as the A. Beck questionnaire, which was aimed at determining the level of predisposition to depression, the method of diagnosing personality motivation for the success of T. Ehlers, the method for determining the type of accentuation of character and temperament K. Leonhard and calculation of determining the average score of annual grades, to determine the school performance of adolescents. According to the results of the article, using the SPSS program, it was found that there is no relationship between the level of predisposition to depression and the types of character accentuation, but there is a relationship between the types of accentuation. There is also no link between the level of depression and school performance, but there is a relationship between the level of motivation to succeed and school performance.

Adolescent depression can be both a consequence and a cause of school failure of students, because adolescence is a very difficult period in a person's life. As a result, the presence of depressive symptoms can affect the school system of students, their success, relationships with teachers and peers. Ignoring these symptoms and correcting them in time can lead to serious consequences, ranging from serious mental disorders to suicide. Fatalities are rare, but very dangerous, but the failure of students with a predisposition to depression during training is quite numerous and relevant today.

Conclusions. Psychological determinants such as character accentuations are of great importance in motivating adolescents with a tendency to depression and academic success, because they can suppress the activity of the individual and affect his motivational sphere. However, the correlation analysis showed the presence of statistically significant relationships between the types of accentuation of adolescent character, namely between emotional, stuck, anxious, cyclothymic, unbalanced, dysthymic, exalted, meticulous, demonstrative. And the relationship between the level of motivation for success and school performance of adolescents.