Special attention is paid to the problem of academic motivation both in the Russian, and foreign pedagogical psychology. Importance of its decision is defined by the reason that academic motivation represents a determinant efficiency factor of educational process. The provisions of activity theory of psychological content, functions, mechanism of formation and functioning of motives are the methodological basis of studying of this problem. Authors assume that the important factor connected with motivation of schoolchildren is the personality of a teacher, his professional and personal qualities. In the educational system the issue over how an interest of schoolchildren in the teacher or in his discipline is formed, is always urgent. If the personality of a teacher is interesting, and attractive, he can create also an interest in the discipline. However, if the discipline is initially interesting for the pupil, but the teacher causes negative emotions, the motivation of the schoolchildren starts changing towards decreasing. Ideas of a good teacher of teenagers with different level of academic motivation have become the scope of our research.

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The history of studying autoaggressive behavior model and cognitive rigidity is quite extensive and diverse. Nevertheless, the relevance of studying the problem of autoaggression among adolescents has increased significantly in recent decades. Self-harming and self-destructive behavior has become a fashion trend among the younger generation. The aim of the research is studying of features cognitive rigidity in adolescence with a tendency to autoregressive behavior model. the study involved 65 students of secondary school aged 14-15 years (M=14,4; SD=0,8). The following methods were used: «Tendencies to deviant behavior» (A.N. Orel), The Stroop Color and Word Test, besides statistical techniques (descriptive statistics, Mann Whitney U test, Spearman rank correlation coefficient). As the result of the research it was proved that adolescents who are prone to autoaggressive behavior model, the level of cognitive rigidity is higher, in comparison with adolescents who are not inclined to self-destructive behavior. There was also discovered a positive relationship between the degree of propensity for autoaggressive behavior model and the level of cognitive rigidity. The prospects of the research cover the study of the personal characteristics of children and parents, the styles of family education that contribute to the formation and development of cognitive rigidity, the tendency to auto-aggressive behavior. The results of the research can be used in the organization of psychological and pedagogical support of adolescents and their families.

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