Abstract
The relevance of the study is determined by the need to specify scientific ideas about predictors of self-change in personality and behavior. Understanding of this phenomenon is necessary for providing effective psychological support, especially during times of instability and uncertainty. The aim of the study is to identify the characteristics of different spheres of mental self-regulation and styles of responding to changes that influence self-change in female students, who differ in terms of their level of life satisfaction. Participants (202 female undergraduates aged 18–22 years) were examined using techniques assessing metacognitive engagement, emotional intelligence, characteristics of conscious self-regulation, reflection, styles of responding to change, and life satisfaction. Predictors of selfchange are differed between female students with high and low life satisfaction. The common predictor of selfchange for female students with different levels of life satisfaction is an innovative style of responding to change.
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