The article presents the results of a study carried out by a team of specialists for two years. It is devoted to the study of the role of the socially enriched environment of additional education in the development of personal agency of generation Z adolescents. Various theoretical approaches to understanding the phenomenon of are analyzed, and the author's view of its structure is presented. Personal agency is considered as an integrated personality characteristic, which manifests itself in the personality's ability to self-organization and selfrealization, to build a system of effective social interactions and moral and value relationships with people around and aimed at realizing the activity-related need for self-development and world-creation. It singles out such components as social-individual, social-communicative, social-interactive, social-moral. To diagnose the level of development of these components of personal agency, a complex of psychodiagnostics techniques is proposed. In the course of the experiments, it was shown that, in comparison with adolescents who are not included in the activities of the additional education system, adolescents participating in it demonstrate a greater focus on socially oriented activities, they have a better idea of their future profession, the ability to take responsibility for their actions. They work more effectively with information obtained from Internet resources, demonstrate a higher level of self-government in communication, and are more active in interacting with others. Altruistic attitudes are more common among them; in the hierarchy of life values, independence is given a high value.
A model of personal agency development in generation Z adolescents in a socially enriched environment of additional education
