Взаимосвязь временной компетентности и академической успеваемости старших подростков

Statement of the problem. The time perspective and time management skills are important for success in learning activities. Insufficient attention is paid to studying the role of time competence for academic achievement. This is especially important for adolescence, when there is a formation of a time perspective. The purpose of the article is to identify the relationship between the level of development of time competence and its qualitative structure among senior adolescents with different academic achievements. The research methodologyis based on the provisions of the subject-activity and typological approach. They make it possible to show the role of time competence in the regulation of activity. The analysis was made of the works of Russian and foreign authors who studied personal characteristics as a factor in the academic achievement of students. GPA has become the basis for dividing adolescents into groups with different levels of achievement. The results of measuring time competence were grouped using cluster analysis. A qualitative analysis of the selected clusters is carried out, the features of the components of temporary competence are described. Research results. Four types of structural organization of temporary competence, the level of its development are described. It is shown that a long time perspective, specific goals, formed planning and self-organization skills contribute to high academic achievements. Conclusion. The development of the components of temporary competence of senior adolescents, taking into account its structural organization in the process of psychological and pedagogical work, can contribute to success in learning.