Psychological Differentiation of the Effectiveness of Studying Mathematics by Adolescents

The study of mathematics is of high importance for the development of the cognitive sphere of a student, but rarely becomes an object of study within the framework of psychological science. The purpose of the work is to study the differential aspect of educational results in mathematics. It was assumed that there is a dynamic system of intellectual and affective processes that determines educational results in mathematics. The following approaches were used: A.V. Karpov's structural-phenomenological approach and F.E. Vasilyuk's psychology of experience. The study involved high school students from the city of Vladivostok, N=140 (80 m., 60 w.). Methods: DPD D.A. Leontieva et al., D. Everson's questionnaire in the adaptation of A.V. Karpov, G. Gardner's test, "Control of action" by S.A. Shapkin, questionnaire of factors of self-disclosure of abilities by V.S. Chernyavskaya. The complexes of interrelations of metacognitive abilities with experiences that are typical for schoolchildren with different levels of educational results in mathematics (algebra and geometry) are revealed. The hypothesis was confirmed. The results of the study contribute to a deeper understanding of the differential aspects of educational achievements and open up prospects for further research.

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