EXTRACURRICULAR ACTIVITIES OF STUDENTS: PSYCHOLOGICAL-CORRECTIVEAND COMMUNICATIVE-INTERPERSONAL FUNCTIONS
DOI:
https://doi.org/10.17721/2616-7786.2025/11-1/15Keywords:
verbal and non-verbal communication, intrapersonal skills, psycho-emotional stability, social and professional activity, stabilization of the psycho-emotional state, tactical and strategic preventionAbstract
Background. The training of a specialist capable to perform effective social and professional activities in the modern globalized world requires the development and enhancement of soft skills, which involves the active engagement of students not only in the academic process but also in extracurricular activities.
Methods. In the course of the research, the authors applied a set of methods, including: theoretical analysis aimed at examining psychological and pedagogical scientific studies; a comparative method used to identify approaches to analyzing the flexible skills of the individual; structural-functional analysis focused on distinguishing the studied functions; an interpretive method, which made it possible to critically examine the results of scientific works on extracurricular activities; a prognostic method that ensured the formulation of scientific assumptions; and a classification method, applied to compare the defined tasks of extracurricular activities with the current types of practical work.
Results. The authors substantiated the importance of extracurricular activities for the development of an individual's soft skills, which directly influence on social and professional performance. The key functions whose formation and development are essential for shaping a well-rounded personality were identified –namely, the psychological-corrective and communicative-interpersonal. The goals, tasks, and types of practical extracurricular activities relevant to these functions were formulated and justified. Prognostic research was conducted to outline the potential outcomes that may be achieved through the implementation of the specified functions.
Conclusions. Modern society demands that specialists possess the ability to engage a complete interpersonal interaction, even in the presence of external psycho-emotional stressors of varying intensity. Therefore, the psychological-corrective function is aimed at developing a more stable psychological structure of student, that is less susceptible to crisis influences. At the same time, the study revealed that the communicative-interpersonal function contributes to the socialization of the individual, the development of tolerant attitudes toward opponents and the principles of multiculturalism, as well as the ability to build communication in both individual and group (project-based) formats.
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