Saviugdos formavimosi kontekstas

Abstract

Self-directed learning as a targeted individual’s own controlled cognitive process is oriented to the full development of personality and is very important for the formation of a mature personality. However, there are rare scientific sources that help to reveal the holistic formation context of self-directed learning and self-development processes, presenting specific features. Therefore, the aim of this article is to verify theoretically and empirically the most important aspects of the formation context of self-directed learning. Accordingly, two objectives are formulated: to analyze the conception of self-directed learning and to reveal the formation incitements of self-directed learning phenomenon in personal perspectives. Researches have raised the following issues: how is the self-directed learning phenomenon perceived, what are its origins, what constitutes self-directed learning, what are the process features of self-development, what are the techniques of self-directed learning, what is the value of self-directed learning in self-formation, etc.? We have marked several conclusions after scientific literature analysis and empirical research (in-depth interviews).