FORMING STUDENTS' LIFE TASKS THROUGH PERFORMATIVE LEARNING

Abstract

The article presents the results of an experimental study of the influence of performative methods on the formation of life tasks of psychology students in their educational activities. The place of life tasks in psychological discourse is theoretically substantiated, and the prospects of performative pedagogy in higher education are outlined. The study involved 80 first-year students, divided into an experimental group (n=40) and a control group (n=40). During the first semester, the experimental group was introduced to psychodramatic techniques, body-oriented exercises, reflective performances, and sociometric exercises. Diagnostics were carried out using the “Life tasks for self-development” method by O.V. Savchenko before and after the experiment. The results showed statistically significant differences in the formation of future life tasks between the experimental and control groups: an increase in indicators at a high level on the scales of self-regulation (Δ=17%), self-determination (Δ=21.5%), and self-actualization (Δ=15%). Altogether, a decrease in orientation towards individualistic strategies of self-realization in the present has been recorded, interpreted as a transition to more collectively oriented (social) forms of life planning.
The obtained data indicate the effectiveness of performative methods in creating conditions for students to construct their own future through collective interaction, reflection, and the bodily living of educational situations. Performative learning is an effective tool for overcoming uncertainty and forming a holistic student identity capable of adaptation and social interaction in crisis conditions. It should be noted that the author also considered the specificity of the formation of life tasks in the context of the traumatic war experience of Ukrainian youth.