Psychological features of gender development of primary school children’s integrated personality with a low academic motivation under the conditions of psychological support

This authors argue that academic motivation is a systemically important and gender factor in sexual and gender-specific personality development of boys and girls of primary school age. The article presents the results of realisation of the theoretical model and the programme for psychological support the structures of integrated personality development of boys and girls with low academic motivation. The theoretical model for psychological support is designed on the basis of the principles of student-centered and subject-activity approaches and aimed at forming a positive academic motivation and need for systematic training sessions, fulfilling personal potential, achieving self-realization of every child, adapting to rapidly changing social conditions. The said model includes five modules: the emotional and evaluative, value-cognitive, personal, behavioral and communicative, which are closely linked and interact harmoniously. The implementation of the programme of psychological supports the structures of integrated personality development of boys and girls with low academic motivation have resulted in a qualitative transformation of the structure of their personality organization, and the convergence to the personality development of boys and girls with a high level of the academic motivation i.e. the integrity of the personality, activity of personality structures, dynamics, consistency and harmony increased.