Abstract
The article presents the study results of the students’ self-regulation development dynamics in the educational process of the university. The authors consider conceptual approaches to understanding the conscious self-regulation of activity, behavior and mental states of a person, reveal its structural and meaningful characteristics. In the course of analytical work, the article concludes that special attention should be paid to finding the optimal conditions for the behavioral component of self-regulation development. The purpose of the study was to theoretically substantiate and experimentally test the effectiveness of psychological and pedagogical conditions for the conscious self-regulation development among students of a pedagogical university. The choice as a target audience of students of a pedagogical university is due to the fact that this profession requires a future specialist to be able to influence his emotional state and manage his behavior. The scientific novelty consists in the fact that a complex of psychological and pedagogical conditions for the self-regulation development of students has been identified, which ensures in the educational process of the university stimulation of the active position of the person, awareness of its internal resources, and the use of interactive teaching methods as a technological tool. The results obtained during the study can be used in the practical activities of psychological teachers to develop training programs for teachers, undergraduates and students.
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