Independence as a manifestation of a student’s subjectivity in the self-regulation of learning activities

Introduction. The article explores independence as a manifestation of subjectivity in activity. It illustrates that the most essential characteristic of subjectivity is the capacity for self-regulation. This capacity emerges and develops when students are given the opportunity to make choices at each stage of self-regulation in their educational activities.

Aim. The aim of this study is to identify recommendations that enable teachers to foster student independence.

Methodology and research methods. The research employs a personality-oriented and systematic approach. The methodology is grounded in the theory of conscious self-regulation, which has been consistently developed in the works of O. A. Konopkin. The empirical data were collected through online surveys of teachers and students, as well as interviews with teachers.

Results. It has been established that student independence develops when individuals are given the opportunity to make choices, ranging from setting goals to evaluating outcomes. This process encourages them to clarify and form their own perspectives on both the external world and their personal identity. Furthermore, the educational environment should offer alternatives that extend beyond binary paths of development. The final stage of educational and cognitive activity should involve students actively correcting and refining their own self-regulation systems.

Scientific novelty. Recommendations for organising educational and cognitive activities for students, essential for fostering their independence, have been developed and substantiated.

Practical significance. The results obtained can be utilised by theoretical teachers to further advance the theory of subjectivity, as well as by practical instructors to reflect on their teaching practices with the aim of enhancing student independence.

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