Galceva T. Рsychological principles of educational self-efficacy of adults in conditions of continuous education

In the dissertation work the theoretical and empirical research of educational self-efficiency of adults in the conditions of continuous education is carried out. Theoretical and methodological levels substantiate the conceptual foundations of educational self-efficacy, which allow forming a coherent psychological presentation about the phenomenon. Structural-functional model of educational self-efficacy of an adult that contains the components is developed: value-semantic attitude to learning, motivation-target orientation in teaching, confidence in own educational ability, prognostic-reflexive ability to study, personal responsibility for training and development. It is revealed that in the structure of the I-concept, in the I-efficient substructure, two types of educational self-efficacy of an adult function are functioning: 1) in mastering fundamentally new (practices, spheres of activity, knowledge) – confidence in the ability to effectively master new activities or new knowledge; 2) in the increased skill (self-improvement) of available practical knowledge and skills – the confidence in their own abilities to constantly self-improvement acquired skills, improve and build up acquired in the process of competence.