%A ?. ?. ?????????
%J ????? ? ??????
%T ???? ???????????-?????????? ????? ?????????? ?????????????? ?? ????? ???????? ?????????
%X ? ?????? ???????????? ???? ???????????-?????????? ????? ?????????? ?????????????? ?? ????? ???????? ?????????. ???????? ??? ???????? ???????? ? ???????? ??????????: ???????????? ????????? ??????? ???? ????????? ? ?????, ??? ?? ? ???????????? ??????????; ???????????? ?????????????? ?????????? ? ????????? ?????? ????????? ????? ????? ?? ??????? ?????????; ??????????? ????? ???????? ????? ?????????? ????????? ?????; ????? ????? ???????????; ??????????? ?????? ????????? ??????????? ??????????. ?????????, ?? ??????? ????????????? ???????? ? ????????? ????????? ???????? ???????? ? ???????? ????????? ?????, ?????????? ?? ???????????? ???????. 
? ?????? ???????????? ???? ???????????-?????????????? ?????? ?????????? ??????????????? ?? ????? ???????? ?????????. ???????? ????????? ??????? ? ???????? ??????????: ??????????? ?????????-??????????? ???? ????????? ? ?????, ??????? ?? ???????? ???????????? ?????????; ??????? ?????????????? ?????????? ??? ?????????? ?????? ????????? ?????? ????? ? ?????? ???????????? ?????????; ??????????? ?????????? ????????? ????? ????????????? ?????????? ??????; ????? ??????????; ??????????? ????????? ????????? ???????? ??????????. ??????????, ??? ??????? ??????????????? ?????? ???? ???????? ????????? ??????, ???????????? ? ?????????? ???????.
In the article the role of moral emotional level of self-appraisal of first-formers at school adaptation stage has been defined. It has been mentioned that success of adaptation process is greatly dependent on the system of situational self-appraisals which were formed before entering school. The structure of self-respect and general self-appraisal consists of cognitive and moral emotional components which define the filling of situational self-appraisal.
A number of critical moments in the development of self-appraisal have been singled out: definition of socially-desired forms of activity at school which are not activity regulators; using compensational mechanisms when explaining reasons of behaviour of other people and one`s own behaviour; compensation of lack of recognition by means of underestimating progress of others; fear of being estimated; not understanding by pupils the criteria of external estimation. It has been determined that the basis of psychological help in overcoming defined critical moments is the development of reflection of skills, abilities and personal features.

%N 5
%K ???????????-????????? ?????? ??????????, ?????????, ??????? ?????????.
???????????-????????????? ??????? ??????????, ?????????, ???????? ?????????
moral emotional level of self-appraisal, reflection, school adaptation.
%P 36-41
%D 2014
%I ??????????????????? ???????????? ???????????? ??????????? ????? ?.?.??????????
%L zu217371