educational environment

In a combination of views on apprehension and anxiety, aspects of the interaction of an individual with the environment and uncertainties are emphasized as properties of this interaction, i.e. aspects conceptually close to the synergetic paradigm of modern science. The author grounds the vision on the implementation of the environmental approach in interpreting the fundamental ideas of the post-nonclassical picture of the world about systemic integration and in the relation to the problem of determinism in refraction to the psychological-pedagogical subject area.

The paper outlines the essence and types of educational environment and provides a detailed definition of refined educational space as a distinct type of educational environment. When analyzing educational environment, it is possible to use physicalistic and non-physicalistic logic. It is non-physicalistic logic that underlies this paper’s discussion of the phenomenon of refined educational environment. The paper further justifies the rationale for the research of educational environment in the context of socio-cultural environment.

This article presents the results of theoretical and long-term empirical study of adaptive readiness of secondary school students. Students (N = 83) and class teachers (N = 3) participated in the longitudinal study. The use of the following complexes of psychological and pedagogical instruments allowed to study the dynamics of adaptive readiness of students with initially high and low levels: «Chart of monitoring students’ adaptiveness and effectiveness of their learning activities» by E. S. Eskina, T. L. Bolbot, «Intellectual abilities test for children» by K.