PSYCHOSOMATIC BEHAVIOR STYLES IN STUDENTS WITH DIFFERENT METHODS OF SELF-REGULATION IN THE SITUATION OF EXAMINATION

Abstract

The article presents the results of empirical research of student's psychosomatic behavior during the session, and techniques of self-regulation in the exam situation. The aim of the study was to determine psychosomatic behavior styles in students with different techniques of self-regulation in the exam situation. Methods: psychological testing, clinical and psychological interview. Sample: 127 (60 young men and 67 young women) full-time students of 2-4 courses at the age of 19-23. Results: The students were divided into 4 groups, statistically different in the intensity of self-regulation techniques in the exam situation and the style of psychosomatic behavior. The first group poorly used self-control techniques and demonstrated the emotional style. The second group actively used visualization techniques, as well as self-awareness and followed cognitive and behavioral styles. The third group intensively used breathing techniques, refocusing, self-hypnosis, and was prone to emotional and psychophysical styles. The fourth group used varies methods of self-regulation and showed the social and cultural style. We described the characteristics emotional, cognitive, mental and physical, behavioral and socio-cultural styles of psychosomatic behavior and risk factors of psychosomatic disorders in students, prone to one or the other above-named style. Conclusion: psychosomatic behavior styles differ in students with different techniques of selfregulation in the exam situation.