Abilities of elementary schoolchildren and adolescents: structural analysis

Socio-cultural transformation affects the development of personal abilities. The study of their structure with respect to age and expert perception of these abilities remains relevant, as well as the prospects for integrating school resources to support students. Aim: the paper aims to identify the features of the structure of abilities based on both student self-assessment and expert assessment by the psychological and pedagogical community of the school. Materials and methods: the self-assessment method, as well as the questionnaire for the expert assessment of abilities by teachers and psychologists were used. This methodology was developed with respect to the ideas of Dembo-Rubinstein and A. Loseva and the psychological theory of abilities by V. Shadrikov. Results: creativity as a means for the development of abilities significantly influences their structure in elementary schoolchildren. However, technical and motor skills practically do not affect the structure of abilities. In adolescents, communication skills, leadership, academic success and technical skills influence most the structure of abilities. However, literature and art-related achievements are the least significant in the structure of abilities. In elementary schoolchildren, this system is determined by the integration and synthesis of individual elements. In adolescents, the system requires the balance between synthesis and differentiation of individual elements. Conclusion: psychological and pedagogical monitoring of abilities is essential for their development from the first day at school. This draws the attention of teachers to motivation of students to enhance their self-esteem, identify and develop their abilities.