STYLISTIC FEATURES OF SELF-REGULATION OF BEHAVIOR OF FUTURE SPECIALISTS-PSYCHOLOGISTS

Abstract

The article deals with the results of research of the stylistic features of self-regulation of behavior of future specialists-psychologists at different stages of their training. The results of the study reveal that the nature of development of basic regulatory processes (goals planning, significant conditions modeling, actions programming, evaluation and correction of results) and regulatory individual properties (flexibility and independence) of future psychologists has its own specific features at different stages of their educational and professional training.

In comparison with the first-year psychology students, psychology students of the fourth year show significantly higher degree of development of basic regulatory processes and regulatory individual properties. That is: general level of self-regulation as the ability to conscious self-regulation of arbitrary activity; flexibility as the ability to restructure and correct the system of self-regulation when external and internal conditions change; evaluation and correction of results as the ability to adequately and autonomously evaluate themselves and the results of their activities and behavior, as well as the stability of subjective criteria for evaluating the success of achieving results; modeling of significant conditions as a degree of development of ideas about the system of external and internally significant conditions for achieving the goals, their awareness, detail, adequacy; independence as a degree of development of regulatory autonomy; programming of actions as a degree of conscious construction of ways and sequences of own actions for achievement of the set purposes; planning the goals of activity as a degree of development of goal-setting mechanisms in terms of awareness and autonomy of the process of setting goals for activity, their effectiveness, realism, detail and stability.