The Psychological Component of the Resource-Based Approach in Higher Pedagogical Education

Abstract

Background and Aim of Study: The integration of the resource-based approach into the management of the educational process in higher education institutions is essential since it allows to consider comprehensively the interaction of external and internal resources of the personality, which is important for the effective planning of educational activities aimed at high academic achievements, comprehensive personal development and successful professional formation. The aim of the study: to determine the essence and significance of the psychological component, which is a part of the internal resource of the individual, in the structure of the resource-based approach and its role in the management of the educational process. Materials and Methods: In the study, the following general scientific methods were used: analysis, comparison, generalization, literature systematization and interpretation of results. Results: The research reveals the constituent parts of the psychological resource that is considered as one of the key elements in most models of the personality structure or models of learning, determines their impact on the productivity of the educational process and personal and professional development of students. Conclusions: Consideration of the psychological substructure (the level of development of cognitive processes, mental properties of the personality, specific features of the emotional and volitional sphere, prevailing motives for behaviour, etc.) in the management of the educational process facilitates the activation of the resources of personality, which, in turn, increases the motivation for cognitive activity, improves academic achievement, affects personal and professional formation, and allows creating conditions for personality self-development.