The dissertation presents for the first time a scientific understanding of the theoretical and methodological foundations of the formation of the social success of adolescents in the activity of pupil self-government. A psychological-pedagogical analysis of the problem of the formation of social successfulness of adolescents in the activity of pupil self-government has been carried out, the essence of the concepts has been clarified: "social successfulness" as a personal characteristic that implies a certain level of possession of social information, optimistic social ideas, the ability to establish communication and work in a team for a common result, positive experience of facing difficulties and negative influences and the ability to make independent and responsible decisions in uncertain everyday situations; "formation of the social successfulness of adolescents" as a process of subjective interaction between teachers and adolescents, its result is the internalization of socially approved ideas concerning success, the development of an optimistic worldview and volitional sphere, the elaboration of achievement motivation, the cultivation of confidence in one's own abilities to achieve goals (positive self-concept) and focus on self-development, expansion of social competence; "formation of social successfulness of adolescents in the activity of pupil self-governance" is defined as the partnership interaction of teachers and adolescents regarding their acquisition of key life skills and competencies in the space of activity of pupil self-governance, which creates conditions for self-education, self-organization, self-management, self-control, self-evaluation, self-activity, self-realization, self-improvement of adolescents and assists them to achieve their personal, professional and social goals.
The main scientific views of leading domestic and foreign scientists concerning the interpretation of the social successfulness of an individual are summarized and it is established that the researched problem is relevant and insufficiently elaborated in the modern conditions of the development of the educational process.
The main psychophysiological features of adolescence age and its sensitivity in the context of the formation of social successfulness in the activity of pupil self-government are characterized. In particular, it is determined that adolescence age is a period characterized by a transitional stage from childhood to adulthood and is manifested by intense physical, mental, and social changes that affect personal development, self-knowledge, self-esteem, self-determination, socialization, and the inspiration for innovation; enrichment of the spiritual world; the emergence of a sense of adulthood and the aspiration for its recognition; sensitivity to assimilation of rules, values, ways of existence; autonomy and independence; the ability to set a goal, draw up an action plan and select means of its implementation; self-awareness and self-reflection; interest in others, analysis of actions, experiences, feelings and thoughts of people around.
The sensitivity of this age to the formation of social successfulness is determined by an integrative combination of intensive development and aspirations for independence, self-awareness, self-realization, the desire to make decisions and self-expression.
Peculiarities of the work experience of out-of-school and general secondary education institutions in the context of the formation of social successfulness of adolescents in the activity of pupil self-government have been researched. The attitude of teachers to the importance of the formation of the social successfulness of adolescents and the organization of their education with methods and techniques that would contribute to its formation in adolescents has been clarified.
Taking into account the relevance of the research topic, it is recommended: to introduce methodical support for teachers involved in the activities of pupil self-government and pupil activity for the formation of social successfulness of adolescents in educational institutions of all types and forms of ownership; to foresee in the system of post-graduate pedagogical education for conducting activities concerning issues of organizing the formation of the social successfulness of adolescents in the educational process.
