Intercultural competence of school students as a product of interpersonal interaction.

The most significant quality for comprehensive school students in the structure of their personality is that a certain stable determination appears, in which a person's attitude to the surrounding reality, to other people and to himself is concentrated (I.Bekh, G. Kostiuk, O.Krakowskii, etc.). Orientation is the core of personality development. At the comprehensive school age, the main attitude of the individual consists primarily in self-determination, self-realization, in choosing one's life path. In the psychological and pedagogical literature, the leading role of the social determination of the individual at this stage of his development is especially emphasized — direct preparation for life as an adult, for the choice of a specialty, for the performance of relevant social functions [1, p.16]]. The more socially mature a comprehensive school student is, the more his aspirations are aimed at the future, and the more he develops attitudes related to life prospects. Social factors determine the essence of those changes, thanks to which comprehensive school students approach the status of an adult. According to G.Kostiuk, at the age of 14, only 17% of school students of this age imagine their future, and at the age of 15, 84% already plan it. The same applies to choosing a profession.