CONCEPTUAL AND METHODOLOGICAL FOUNDATIONS AND PSYCHODIAGNOSTIC MONITORING OF PERSONAL GOAL-DIRECTEDNESS
This article highlights the psychological nature of goal-directedness in university students alongside its cognitive, motivational, and
volitional determinants. A four-stage psychodiagnostic monitoring model is proposed to evaluate and foster this trait. The model outlines
mechanisms for step-by-step assessment of perseverance, academic motivation, and volitional self-control, providing targeted support
through university psychological services.
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