Lyubov D. Panova

The article is explored the problem of cognitive independence theoretical foundations, characterizes the features of the organization of independent cognitive activity of students. The analysis of scientific approaches to the definition of the «cognitive independence» and «cognitive activity» concepts essence of is carried out, their defi nition is clarified. The authors of the article, summing up the views of prominent domestic and foreign scientists on the stated problem, come to the conclusion that the phenomenon of cognitive independence is an integrative quality of the personality of higher school students. The student’s cognitive independence structure is considered as a combination of complementary components: motivational- volitional, practiceoriented, content- methodical and reflective in the students’ cognitive independence development model.