Аннотация
The article is devoted to the study of the theoretical aspect of the influence of character accentuation on the academic performance of adolescents in educational activities. It is known that in adolescents, a balanced character is extremely rare. Most teenagers have certain character traits overly enhanced; there is a selective vulnerability in some situations and incredible resilience in others. The degree of such disharmony in adolescents may be different, and most importantly, the accentuation of character may have peculiar qualitative features – it may correspond in different ways to the ethical norms accepted in society. It is noted that adolescents with obvious character accentuations constitute a group of “high risk” – they are susceptible to certain harmful environmental influences or mental trauma. With the transition to adolescence, there is a significant restructuring of the student’s educational activity. A new, higher level of educational activity is determined by the degree of its independence. The beginning of adolescence is associated with the beginning of the formation of the highest level of educational activity. The study of the attitude of accentuated adolescents to educational activities is necessary, since it is during adolescence that a steady interest in meaningful activities, the choice of a future profession and educational activities is actively formed.