Abstract
Introduction. In primary general education, a discrepancy is observed between the declared and actual learning outcomes in primary school. When declaring the level of structural design, the latter in the presented example and scientific research implement an analytical approach to understanding the development of primary school students. This approach remains prevalent in modern educational psychology. The purpose of the study is a psychological analysis of the structure and dynamics of the development of primary general education outcomes: the systemically organized competencies of primary school students.Materials and Methods. To provide a theoretical and methodological justification for a systemic approach to understanding the outcomes of primary general education, a theoretical analysis of the competence of a model of the psychological structure of university competencies was used. An empirical analysis of the structure and development of primary school students’ scientific skills was conducted using expert assessment. The results were processed using mathematical statistics methods: descriptive statistics, comparison, and analysis of the psychological structure. The sample size of experts (primary school teachers) was 719. The total number of assessed expert assistants was 17,509.Results. The psychological structure of primary school students’ academic competence is understood as the result of the joint activity of the student and teacher. Therefore, the outcome of primary education impacts the structure of competence in motivating learning activities, goal setting, presenting the results of solving an educational problem, knowledge and implementation of the subject and educational activities, engaging solutions, developing educational programs, responsibility, control, and reflection on the results of activities, and the student’s abilities and personal qualities. The following system-genetic characteristics of primary school students’ academic competence have been identified: uneven and heterochronic development, the cyclical nature of the competence system’s development, and the basic system-forming competencies – goal setting, knowledge and understanding of the subject and educational activities, and developing an educational program.Conclusion. The results of the study open up opportunities for a systemic understanding of the results of primary general education and the observation of interrelations between various types of functions. The established rules for developing academic competence allow for more effective management of the primary general education process and the development of primary school students. The results will be useful for primary school teachers, school psychologists, school administrators, and education authorities.