Specificity of emotional-volitional and communicative spheres of primary school children with different academic performance

the article presents the results of a study of the specifics of the emotional-volitional and communicative spheres of primary school students with different levels of academic success. The aim of the study was to examine the differences in anxiety, volitionality, the nature of interaction with adults and peers, as well as in the characteristics of non-verbal communication between students with high academic success and students with learning difficulties. The results obtained during the study indicate that in both study groups the average (normal) level of anxiety prevails, however, among younger schoolchildren with high academic success this level of anxiety is more common. Among schoolchildren with learning problems, there are more subjects with the «lack of anxiety» indicator, and its elevated level is more characteristic of subjects with high academic success. Diagnostic values for communication indicators are higher in the group of schoolchildren with high academic success. The differences reach diagnostic significance in the scales «Adjustment to School», «Relationships with Peers» and «Relationships with Adults». The indicators of volitional behavior are significantly higher among students who do not have problems with school learning. Reliable differences were established for such parameters as the indicator of concentration on schoolwork; understanding of the consequences of one's actions; readiness to follow school rules. Schoolchildren with high academic success have a higher ability to understand and accept the possibilities of different bases for evaluating the same object or phenomenon. They are also more dependent on the assessments and approval of others, and this is reflected in their high sensitivity to non-verbal manifestations in communication. The results of the study can be used in diagnostic and correctional-developmental work of a teacher-psychologist with students of this age category and in consultative practice with teachers and parents of primary school students.

primary school student, anxiety, volitionality, communication skills, non-verbal communication