ON THE DEVELOPMENT OF INTELLECTUALITY AS A FACTOR OF SUCCESSFUL EDUCATIONAL ACTIVITIES OF SENIOR GRADE STUDENTS

Abstract

The article analyzes the issues of intelligence development as a factor in the successful academic activity of high school students. It is concluded that the following series of concepts can be distinguished that characterize the intelligence and motivational orientation of the personality of high school students: firstly, intelligence in psychology is considered as the ability to carry out the process of cognition and to effectively solve problems, in particular when mastering a new range of life tasks (intelligence is understood as a certain level of development of the mental activity of the individual, which provides the opportunity to acquire all new knowledge and effectively use it in the course of life); secondly, the motivational sphere is laid at an early age and develops throughout life (the motivational sphere of the personality is a complex structural formation, the psychological mechanism of which is determined by the nature of the system of psychological conditions and means used); thirdly, the orientation, motivation for acquiring knowledge, desire and aspiration for learning depend on the student’s mental abilities, which allow him to understand new material, attention, and the development of the volitional sphere; Fourth, high school students with high and above-average intellectual abilities demonstrate the ability to identify, contemplate, or consider all possible combinations of various signs, events, or phenomena in the process of solving a problem; Fifth, most students have more developed humanistic abilities, which is characterized by the ability to skillfully operate with language, understand and use precise and specific expressions of verbal meanings, competently express their thoughts, and a tendency to theoretical, inductive thinking. It is noted that performance assessments that encourage higher-order thinking, evaluation, reasoning, and deep understanding are in themselves tools for learning. In addition to knowledge, assessment develops students’ metacognitive and cognitive skills, such as planning, organization, and other aspects of executive functioning; resilience and perseverance in confronting challenges.