Keyword: «self-regulation»

the article considers the understanding of autonomous learning from the point of view of foreign and Russian scientists, its general and distinctive features in comparison with individualization, self-training, self-regulation.

In the article self-regulation of students is considered in the context of psychological safety as one of the priority areas of the psychology of education. Ensuring the psychological safety of students is associated with balancing the interpersonal interaction of young people in the family based on methods of autologous training (autotraining), visualization and rationalization, which together constitute a set of methods of psychological self-regulation. The use of this complex by students makes it possible to neutralize conflict situations within the family that contribute to ensuring psychological safety.

The article examines the relationship between the Self-concept, emotional intelligence of adolescents and their role in the educational process. The review of theoretical and experimental works of domestic and foreign psychologists in the study of the Self-concept as a system of expectations, attitudes, beliefs and ideas of a person about himself, performing important functions in his life, allowing him to identify himself with the reference group, to perceive the views, attitudes and behavior of this group. The results of studies involving adolescents show that, in addition to the indirect influence of perceived (subjective) emotional intelligence through self-esteem, emotional intelligence has a direct impact on life satisfaction. In the works of psychologists, the adaptive and stress-protective functions of emotional intelligence are proved. The results of these studies suggest that emotional intelligence can be considered as a factor of self-actualization of the individual. The emotional intelligence of the school class is a group-level construct based on the shared subjective emotional experiences of the group members. The author comes to the conclusion that the purpose of activating learning is to create didactic and psychological conditions for meaningful learning, which will allow students to be updated at a high level of intellectual and personal position. Only the knowledge that is based on cognitive interest has a significant impact on the formation of the personality and its mental development, the formation of perception, memory, thinking, ensuring success in the performance of activities that aroused interest.

The article deals with the problem of self-management and self-regulation in modern education. In our opinion, during the pandemic, the issue of distance education, both in schools and in universities, is particularly acute. Self-government is reaching a new level, as it is necessary to quickly adapt and regulate its activities in the new conditions of continuous training. The issue of assistance to teachers in mastering modern technologies is also considered.

The article deals with the problem of the development of conscious self-regulation in the psychological literature. It is indicated that student age plays an important role in the development of self-regulation techniques. It is noted that educational and professional activity ensures the formation of self-regulation techniques. The results of studying the characteristics of self-regulation in groups of students with different levels of disintegration in the value-motivational sphere are presented. The highlighted statistically significant differences in the characteristics of self-regulation among students were confirmed by the methods of mathematical statistics. Recommendations for the psychologist on the development of conscious self-regulation in student age are offered.