Independence at student age (axiological aspect)

The actuality of the considered problem is defined by the fact that the last decades of the 20 and the beginning of the 21 century are characterized by decreasing of the importance of social standards. The external behaviour determinant is transiting to the internal one. It forces an individual to search for decisions at the turning points of his (her) life, to show independence, which is defined as the complete quality of the subject representing a combination of emotional, motivational, cognitive and volitional spheres of the person, it defines high ability to transform reality and one's own vital functions. The level of development of the axiological sets causes this ability. On this basis, the axiological aspect of independence becomes topical because the values determine the features of a person's life. Independence is the quality that opposes personal helplessness. They can be presented as a continuum where various combinations of features in the emotional, motivational, cognitive and volitional spheres of a person are located as two extreme types: independence and personal helplessness, and an intermediate type: adaptability. The conducted research has shown that the examinees with the expressed independence, personal helplessness and adaptability have significant distinctions at the level of axiological sets. The independent one is characterised by a higher level of development in the value sets. There is coordination of the environment requirements with the personal values in case of the developed independence. The environment requirements in the form of subjective requirements to oneself as to a person take the form of a due for oneself. The activity of the subject in this case acts as a means for achievement personal senses. Thus, we can suppose that independent students will be characterised by the predominance of semantic control over all other regulatory systems, it will show in more independence from the situation and social pressure, in good control over requirements and emotions. A lower level of development in the value sets is observed among adaptive young men and girls that can be expressed in their reactance and dependence on environment. The lowest level of development in the value sets is characteristic for students with personal helplessness. The absence of clear vital orientations can be expressed in depression, susceptibility to mental and somatic diseases.

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