Styles Of Self-regulation Research Articles

Карьерная ориентация «профессиональная компетентность» как фактор успешного освоения роли врача студентами медицинских специальностей

Introduction. The article reflects the results of the study that made it possible to identify the connection between subjective personality traits and the severity of career orientation, manifested in the desire to improve their knowledge and skills in the chosen field among medical university students. The maturity of the studied career motivation can be an important factor determining the success of future doctors mastering role-related professional behavior. Theoretical analysis. The results of modern research allow us to talk about the importance of the formation of a career orientation “professional competence” for the successful self-realization of young doctors, but do not reveal the features of its relationship with the structural components of the subjective organization of an individual in the conditions of interpersonal interaction. Empirical analysis. Connections were found between motivation for self-improvement in the chosen professional activity, the ability to exercise self-control in communication conditions, as well as manifested ego positions in communication and self-regulation styles. Conclusion. The formation of a career orientation “professional competence” can be an important factor in the successful development of professional role behavior by medical students, subject to the actualization of subjective properties in the conditions of interpersonal interaction: volitional regulation of behavior, the optimal combination of required and demonstrated behavior in communication, the use of optimal styles of self-regulation and interaction strategies.

Psychological resilience and emotional self-regulation of higher vocational college students

Vocational college students are facing the contradiction of coordinated physical and mental development, as well as the pressure of learning development and social expectations. Many high school students have poor emotions, and the difficulty in regulating emotions is closely related to their mental health. This article uses the Connor Davidson Resilience Scale (CD-RISC) to measure individuals’ positive psychological qualities in adapting to adversity, in order to study the psychological resilience and emotional self-regulation strategies of vocational college students. This study investigated the psychological resilience (PR) and emotional self-regulation (ESR) styles of high school students using different scales. In addition, correlation and regression studies were conducted on stress perception, PR, positive emotions, and mental health. The results indicate that vocational college students have a moderate level of public relations, and they are more inclined to use cognitive reevaluation as ESR. The PR of HVC students is positively and negatively correlated with positive and negative emotions, respectively. The PR of HVC students is positively correlated with cognitive reappraisal and negatively correlated with expression inhibition. There is no significant relationship between stress and its factors and expression inhibition.

Личностные корреляты самоэффективности в учебно-профессиональной деятельности у студентов медицинского вуза

The relevance of the study is due to the following fact. The study of the personal determinants of self-efficacy of medical university students is a relevant research issue as it allows us to identify their contribution to the development of an adequate image of the “professional self” in the structure of the self-concept of future doctors. The purpose of the research is to study the correlation between personal characteristics of university students and different degrees of self-efficacy in educational and professional activities. Hypothesis. There are presumably particular differences in the actualization of connections between personal properties of students who show a high and low level of self-efficacy while studying at a medical university. The participants of the study are 3rd and 4th-year students of Stavropol State Medical University (Stavropol) (N = 187, 105 of them are females and 82 of them are males, the average age is 20 years old, SD = 0.78). The research methods (tools) include the Self-Efficacy Questionnaire in the form of a test (by J. Maddux, M. Scheer, adapted by A. V. Boyarintseva) that is aimed at studying the degree of subject-matter and communicative self-efficacy manifestation; the Schwarzer R. & Jerusalem M. Generalized Self-Efficacy Scale that diagnoses the degree of general self-efficacy manifestation; the questionnaire “The Style of Behavior Self-Regulation” (by V. I. Morosanova) that identifies self-regulation styles and manifestation degree of its general level; the Questionnaire on Tolerance-Intolerance to Uncertainty (by T.V. Kornilova) that diagnoses the manifestation degree of general and interpersonal tolerance or intolerance to uncertainty. The study also applies the procedure aimed at measuring the manifestation degree of a person’s self-efficacy in educational and professional activities (based on self-assessment). Results: the study has revealed both similarities and differences in the correlation between personal properties in students with different levels of self-efficacy in educational and professional activities. Main conclusions: the research has revealed the greatest differences in the correlation between the studied personal properties in the compared groups in the following options: between the expression of self-efficacy in educational and professional activities and tolerance/intolerance to uncertainty, and between intolerance to uncertainty and self-regulation styles. The similarities of personal correlates of students with high and low self-efficacy in educational and professional activities are manifested in significant links between the manifestation level of subject-matter self-efficacy and preferred self-regulation styles. The study has found that self-efficacy in educational and professional activities, regardless of its manifestation level, is directly correlated with all measurable types of self-efficacy. The obtained results can be useful in designing developmental psychological and pedagogical programs aimed at the formation and development of optimal self-regulation styles of medical university students through actualization of reflexive potential.

Insights into postgraduate student behaviour, underpinned by motivational orientation, within an emergency remote teaching environment

Much of the world switched to emergency remote teaching (ERT) as the Covid-19 pandemic unfolded and deciding which learnings to integrate into the return to normative practice, if any at all, is worthy of investigation. Opportunistic observation and inquiry into student behaviour in response to ERT can provide depth to our current understanding of pedagogical practice and theory. Here, we consider our students’ perception of workload, which dropped consistently between 2019-2022, alongside our students experiences and their self-regulation styles as defined by self-determination theory (SDT). Using SDT to consider how different self-regulation styles interacted with factors internal and external to the course allowed us to reflect on the impact of changes made to the teaching environment, and effects of the global pandemic. We found students preference asynchronous engagement with content that was designed to be synchronous, but issues with time management and pressure to work contributed to an imbalance that resulted in an increased perception of workload. Interestingly, how students reacted to and adapted to this imbalance differed depending on their self-regulation style. Understanding the changing needs of students is imperative to designing education effectively in our changing social climate. Evaluating course design to ensure delivery methods offer value to students and communicating the purpose of these design decisions is critical in an environment where education is competing with paid work. Ensuring students and teachers are aligned through the education process will be key to navigating the changing external pressures students are facing, helping to improve the student experience overall.

Ideas of working young people about laziness in connection with their self-attitude and self-regulation

The subject of the study is the ideas of laziness, self-attitude and self-regulation of working young people. The aim of the study is to establish relationships between ideas about the content, conditions of occurrence, self-regulation of laziness and types of self-attitude, styles of self-regulation of working young people with varying degrees of self-esteem of laziness. The empirical object of the study - 110 young people. Laziness is considered as a condition that arises in a situation of experiencing inconsistency between external requirements and internal willingness to invest available resources to fulfill them, lack of internal readiness to act in order to save resources. Laziness is interpreted as a personality trait manifested in a person's tendency to frequent and intense experiences of a state of laziness at a low threshold of its occurrence in a wide range of situations. The following methods were used: the questionnaire "Style of self-regulation of behavior" (Morosanova V.I.), a multidimensional questionnaire for self-attitude research (Pantileev S.R.), the method of self-assessment of laziness (Bogdanova D.A., Posokhova S.T.); self-assessment of the level of laziness. A content analysis of the self-description of ideas about laziness is carried out. The methods of mathematical statistics are applied. The concepts of laziness are defined in the form of interpretations of the content of laziness as an action, as an emotional and ethical assessment, as a motivational and characterological trait; interpretations of the circumstances of laziness associated with the conditions of past, current or upcoming activities, motivational formations, the state of the subject; broadcast options for regulating laziness as a transition to activity, elements of internal dialogue, self-motivation, mental operations and reflections, acceptance and passivity in experiencing laziness. Groups with varying degrees of self-assessment of laziness have been identified. The types of self-attitude and styles of self-regulation of young people with varying degrees of self-esteem of laziness are ranked. It has been established that the leading type of self-attitude among the low-lazy and lazy below average is the type of self-attitude with an external evaluative basis, while the lazy above average and the highly lazy have a high degree of types of self-attitude with both external and internal evaluative grounds. The interrelationships between ideas about the content, conditions of occurrence, self-regulation of laziness and types of self-attitude, self-regulation of working young people with different degrees of self-esteem of laziness (low, below average, above average and high) have been established, the specifics of these relationships have been established.

The interrelation of psychological characteristics and success of education of cadets of civil aviation

BACKGROUND: Historically, the development of professional selection, occupational hygiene, and psychology occurs to the greatest extent in aviation, because it has been proven that up to 5080% of flight accidents are directly related to the human factor. So, S.E. Mints, an aviation military doctor, after analyzing 364 plane crashes, came to the conclusion that in 90% of cases of disasters, the decisive factor is the individual qualities of pilots. Determining the typical personal characteristics of suitable and unsuitable persons for the flying profession is a rather difficult task facing professional selection specialists. Primary professional training of a pilot is carried out in flight schools and is improved during their further work. One of the main goals of flight training is the formation of a trained pilot with strong professional skills in piloting an aircraft, ensuring flight safety. The study examines the psychological characteristics that affect the success of cadets both in theoretical training and when performing exercises on simulators.
 AIM: to study the influence of psychological characteristics on the success of training cadets of civil aviation.
 MATERIALS AND METHODS: The statistical analysis of significant differences between successful and less successful students was carried out according to the following methods: R.B. Kettells 16-factor personality questionnaire (form C); Lazarus questionnaire Coping behavior methods; G. Aizenks Personal questionnaire (EPI); The method Motives for choosing a profession (author R.V. Ovcharova); Questionnaire Styles of self-regulation of behavior (author V.I. Morosanova).
 RESULTS: In theoretical training, those students who are dominated by calmness, self-control, equanimity and emotional stability are more successful. They are characterized by stable interests, developed will and determination, as well as independence, flexibility and non-hostility. The most successful in performing exercises on simulators are students with developed abstract thinking. They are quick-thinking, easy to learn. They are distinguished by determination, enterprise, and activity in achieving goals. These students are ready to act alone, independent and independent. They are characterized by activity, concentration and a high level of motivation. They are characterized by a rational approach to solving problematic situations.
 CONCLUSION: The most successful in performing exercises on simulators are students with developed abstract thinking. They are quick-thinking, easy to learn. They are distinguished by determination, enterprise, and activity in achieving goals. These students are ready to act alone, independent and independent. They are characterized by activity, concentration and a high level of motivation. They are characterized by a rational approach to solving problematic situations. It was revealed that those students who have the following psychological characteristics are more successful in the course of theoretical training: high indicators on the scales of emotional stabilityinstability, relaxationtension, planning, the general level of self-regulation and low indicators on the scale of confrontation, and when performing exercises on simulators: high scores on the scales of intelligence, timiditycourage, conformitynonconformity, relaxationtension discipline, self-control, acceptance of responsibility, flexibility, independence and low indicators of the search for social support factor and, according to the scale, internal individually significant motives for choosing a profession.

Relationship between styles of self-regulation and aggression in alcohol addictied individuals

Objective. The article considers and confirms a statically significant relationship between styles of self-regulation and aggression in alcohol-addicted individuals. The revealed relationship made it possible to determine the violation of the process of self-regulation and the spontaneous manifestation of various types of aggression common to persons with alcohol addiction.Materials and methods. The study sample included 295 men with alcohol addiction syndrome (F10.2) aged 21 to 60 years, mean age 40.7±8.9 years, and alcohol consumption averaged 13.5 years. The following materials were used for the study: the methodology “Types of aggressiveness” developed by L. G. Pochebut (2012); questionnaire “Style of self-regulation of behavior” (SSRM). Statistical package SPSS 19.0 was used for statistical analysis. The Spearman correlation coefficient for independent samples was used, and the difference between two independent samples was estimated using the Mann-Whitney U-test.Results. Identified difference between persons in LTP (group I) and persons in hospital (group III) in parameters of “Planning” and “Independence” (p <0.01) The noted average level in all groups I, II and III in the parameters of the scale “General indicator of self-regulation” and revealed weak and moderate negative relationships of the scale “General indicator of self-regulation” with the scale “General level of aggression”. There was a significant decrease in indicators below the average level in persons of group III on all scales: “Planning”, “Programming”, “Flexibility”, “Modeling”, “Evaluation of results”, “Independence” and “General indicator of self-regulation”. The revealed difference between groups I and III in terms of “Planning” and “Independence” (p <0.01) showed that as they stop consuming alcohol in isolation, people in group I gradually regain access to awareness, adaptive restraint, perspective thinking and selfregulation.Conclusion. The main rehabilitation work in the conditions of the penitentiary system should be aimed at increasing volitional self-regulation, the formation of positive attitudes, the restoration of social and normative qualities and skills of prosocial interaction.

Resilience, styles of self-regulation of behavior as a personal resource in ensuring psychological security

In order to investigate the resilience, and styles of self-regulation of behavior as a personal resource in ensuring the psychological safety of future specialists in the transport industry, a pilot study was conducted with the participation of 60 people. The survey included: 1–the methodology of "Diagnostics of S. Muddy's resilience"; 2–the test of "Life orientations" by D. Krambo and L. Makholik in the adaptation of D. A. Leontiev; 3–the questionnaire "Style of self-regulation of behavior" by V. I. Morosanova. The study found that resilience is a basic component of the psychological security of the personality of future specialists in the transport industry and ensures their psychological well-being. The analysis of the results revealed significant differences in resilience, value-semantic sphere, and styles of self-regulation of behavior among students of departmental and civil universities. According to the results of correlation analysis in the studied samples of students and cadets, significant connections between the studied phenomena were established. Based on the conducted research, it can be argued that situations of adverse effects of various factors of the external and internal environment on a person contribute to the formation and development of resilience, which directly affects the regulatory processes of the body. Resilience, life-meaning orientations, and styles of self-regulation of behavior determine social behavior and are the basic components of the level of psychological security of future specialists in the transport industry.

Features of different severities of reduced working capacity states as an indicator of the self-regulation in students of different courses

IntroductionThe relevance of studying of self-regulation styles of young people who face various difficulties at a stage of vocational training has increased in the situation of a pandemic.ObjectivesThe purpose of our work is to describe the functional states of students at different stages of education, characterized by different degrees of satisfaction with educational and professional activities and different levels of self-regulation, to substantiate programs of psychological support for students during the formation of their professional identity.MethodsThe sample consisted of 153 students enrolled in 1 and 3 courses in Moscow higher educational institutions. They were asked to fill out a package of methods aimed at diagnosing self-regulation styles (Morosanova, 2020), the severity of states of reduced performance (Leonova, Velichkovskaya, 2002).Results Indicators of reduced working capacity among third-year students are statistically significantly higher (p≤0.05) and are in a critical range of severity than among freshmen. Despite a similar level of satisfaction, third-year students demonstrate a whole palette of states of reduced performance, characterized by the experience of monotony of activity with high tension associated with the requirements of the educational situation. The absence of significant differences in the diagnostic indicators of self-regulation obtained in these two groups does not give grounds to assert that the general self-regulation of senior students is higher than that of first-year students.ConclusionsThe data obtained confirm the “painfulness” of the crisis of the “middle” of education and necessarily raise the question of developing a targeted program for mastering the means of conscious self-regulation by students.DisclosureNo significant relationships.

The effect of psychological capital training on psychological burden and emotional self-regulation styles of mothers having children with cerebral palsy

Background and aims: This study aimed to investigate the effect of psychological capital training on psychological burden and emotional self-regulation styles of mothers having children with cerebral palsy. Methods: This quasi-experimental study was performed in 2019 on mothers of children with cerebral palsy who had files in rehabilitation centers under the supervision of Shahrekord Welfare (n=270). Samples were selected through convenience sampling method such that 30 people were selected from among eligible people and volunteers to cooperate, and then they were randomly divided into experimental and control groups. As for the intervention group, the psychological capital training program was implemented once a week for 10 sessions; but the control group was not given any intervention. Data were collected using the Psychological Burden Questionnaire designed by Zarit et al and the Emotional Self-Regulatory Questionnaire developed by Hoffman and Kashdan in three measurement steps. The collected data were analyzed by multivariate and repeated measure analysis of variance using SPSS-18 software. Results: The results showed that the mean scores of burden, secrecy, adaptability, and tolerance were significantly different in the post-test compared to the pre-test (P<0.05), as well as in the follow-up stage compared to the pre-test (P<0.001). Furthermore, the mean scores of post-test and follow-up for the experimental group increased in comparison with those for the control group in three styles of emotional regulation, and psychological burden decreased (P<0.001). Conclusion: The educational intervention of psychological capital could be adopted to increase using adaptive styles of emotional self-regulation, and to reduce psychological burden of mothers having children with cerebral palsy.

Assessment of Goal Orientations from the “Person-Situation Interaction” Perspective

The objective of this study is twofold: to analyze the role of different task situations in the activation of goals and goal orientations and, to make it possible to achieve such an objective to support theoretically, develop, and previously validate the Situated Goals Questionnaire for secondary and high school students (SGQ-SHS). A total of 1,010 Secondary and High School Students from Madrid (Spain) participated in the study. Data analysis using confirmatory techniques, as well as ANOVA and regression techniques, showed the effect of the type of task on the degree to which students declare to pursue different goals – as suggested by the person-situation interaction model –, the relationship between goals, expectancies, and self-regulation styles, as well as the validity of the measures developed for predicting achievement (self-estimated mean grade).

Features of Critical Thinking of Individual Entrepreneurs With Different Levels of Self-Regulation

In the crisis conditions of entrepreneurs business functioning in Russian, it is important to develop critical thinking in conjunction with the skills of self-regulation of behavior. It is assumed that entrepreneurs with different styles of self-regulation differ in the level of critical thinking, and there is also a relationship between the styles of self-regulation and the level of critical thinking. The theoretical basis of the study is the idea of the relationship between the degree of formation of individual self-regulation and the productivity of performing various types of professional activities. The sample of the study consisted of 140 individual entrepreneurs engaged in entrepreneurial activity for more than two years, aged from 30 to 50 years. We used techniques to analyze the style of self-regulation of behavior, volitional self-regulation, critical thinking and mental abilities. The study allowed us to expand the understanding of the relationship between critical thinking and self-regulation, to reveal the content aspects of critical thinking of entrepreneurs with different levels of self-regulation of behavior. We found out that in the group of entrepreneurs with a high level of self-regulation of behavior, there is a high level of volitional self-regulation, perseverance, self-control, information processing skills and critical thinking skills. We came to conclusion that there are differences at the content and semantic level among entrepreneurs, differentiated by the type of self-regulation. For entrepreneurs with a low level of self-regulation, it is planned to conduct a program for the development of critical thinking.

ВІДМІННОСТІ ПРОФЕСІЙНО ВАЖЛИВИХ ЯКОСТЕЙ ТА ЇХ ВЗАЄМОЗВ’ЯЗКИ У ФАХІВЦІВ ЕКСТРЕНОЇ МЕДИЧНОЇ ДОПОМОГИ З РІЗНИМИ РІВНЯМИ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ


 
 
 Comparison of emergency medical care and disaster medicine workers groups with different levels of professional aptitude and competency has given a possibility to find out the professionally significant features and acceptable levels of their manifestation.Among the professionally significant features on emotional and will level are indices of rigidity, excitability, activity, stress vulnerability, emotional stability, anxiety and depression inclination, tenseness and frustration vulnerability, emotional exhaustion, purposefulness, assertive and aggressive actions and avoidance in hard life situations. Among the professionally significant features on motivation and value level are indices of live value of rest, social braveness, psychological tact, inclination to mutual interpersonal knowledge and understanding, organizational skills and resilience in interpersonal relationship. Among the professionally significant features on reflection and activity level are indices of moral normativity, self-control, modeling, result checking and flexibility as individual self-regulation styles, depersonalization, professional achievements reduction, satisfaction from creativity in professional activity, satisfaction by work conditions, satisfaction by appreciation of personal contribution to collective professional activity.Satisfaction from professional activity is the important criterion of workers’ professional realization and it can be used as subjective criterion of workers’ professional aptitude.Workers with low level of professional aptitude and competency have difficulties with self-regulation, but they can gain resilience in interpersonal relationship by flexible and conscious adjustment. This aim can be realized by command work and compliance with the rules of professional subordination.
 
 

Assessment of resource and self-regulation of behavior of students with different sense-forming strategies during the session in remote format behavior

The study of the meaning-forming strategies of students studying the specialty "Psychology". The features of resource capacity, styles of self-regulation of behavior, emotional tone and mental activation of students with various semantic strategies during the session in a remote format were studied. In conclusion, conclusions and recommendations are presented with suggestions for using the results in the training of future psychologists.

RESEARCH ON THE PECULIARITIES OF GENERAL SECONDARY SCHOOL HEADS’ PROFESSIONAL MOTIVES TO SELF-REGULATION IN PROFESSIONAL WORK

The article presents the results of the empirical study on the peculiarities of secondary school heads’ professional motives to self-regulation in professional work. The secondary school heads’ professional motives in general and the peculiarities of their professional motives to self-regulation in professional work were investigated. The performed empirical research revealed several groups of motives, which allowed us to determine the hierarchy of the important professional motives and their components in secondary school heads’ work, namely: professional motives, motives of personal and professional self-improvement, social motives, pragmatic motives, prestigious motives. The peculiarities of self-regulation as a professional motive of the secondary school heads, depending on their gender and age, were determined. The problem of self-regulation is connected with an individual’s psychological ability to be productive, energetic and active even in the conditions of transformational changes in society. It is believed that the main characteristic of subjective activities is their creative nature, the ability to change the world around, which is especially important for personal self-regulation as a factor influencing professional efficiency. This is especially important for improvement of managers’ administrative competence, in particular, the competence of secondary school heads. The method of “Styles of behavioural self-regulation” was used to estimate styles of managers’ self-regulation in general, and its influence on their professional work. The article shows that only about one third of the surveyed secondary school heads have a highly formed general style of self-regulation; these poor results can adversely affect head’s professional work. &nbsp

A Metacognitive Approach to Diagnosing Difficulties in Students’ Mental Self-regulation

Introduction. This study investigates the main reasons for difficulties in students’ mental self-regulation and represents a first attempt to systematize previous research findings from the field in the context of the metacognitive approach.
 Methods. The study used the following techniques of psychological testing: (a) the Style of Self-regulation of Behavior questionnaire by Morosanova, (b) the Self-organization of Activities questionnaire by Mandrikova, (c) the Emotional Intelligence Self-evaluation technique by N. Hall, (d) the Gissen Complaints Questionnaire, and (e) the Difficulties in Self-regulation questionnaire by Lovyagina. A sample of 113 second-year students of St. Petersburg State University with a mean age of 19.5 years took part in this study.
 Results. The findings of this study indicate that several groups of students can be distinguished based on the levels of self-organization of activities and the styles of self-regulation of behavior. The authors identified and described the difficulties in students’ mental self-regulation in (a) attention and will, (b) self-restraint, (c) thinking, and (d) anxiety and memory. The styles of self-regulation of behavior and self-organization of activities and the ability to manage the emotional sphere are important factors that can help to overcome difficulties in mental self-regulation.
 Discussion. The metacognitive approach to the analysis of difficulties in self-regulation is capable of solving theoretical and practical problems related to improvement in mental self-regulation skills. Students’ assessment of their own cognitive abilities and their awareness of difficulties in mental self-regulation enable their metacognition and contribute to the development of skills of mental self-regulation. Metacognitive knowledge facilitates adequate self-assessment skills and the choice of the most effective strategies of behavior and self-organization of activities.

Enfoques de aprendizaje, autorregulación y autoeficacia y su influencia en el rendimiento académico en estudiantes universitarios de Psicología

Se analiza la influencia de los enfoques de aprendizaje, los estilos de autorregulación que considera el estudiante en su tarea académica (autorregulación antes, durante y después de la tarea) y la autoeficacia académica percibida de estudiantes universitarios en su rendimiento académico. Se dispone para ello de 136 participantes de 2º curso del Grado en Psicología. Los resultados muestran que los estudiantes con un buen rendimiento previo, mayor autoeficacia y autorregulación explican mejor el éxito académico. De los enfoques de aprendizaje cabe destacar que, como en otras investigaciones, el más relacionado con el rendimiento académico es el enfoque estratégico. Sin embargo, los estudiantes de menor éxito parecen contradecir los resultados de otras investigaciones predominando en ellos un enfoque profundo. Junto a estos resultados también se muestran relaciones significativas entre enfoque estratégico, autoeficacia y autorregulación, pero no con el enfoque profundo. Se discute la relación bidireccional de estas variables con el rendimiento académico y entre sí, particularmente en lo que se refiere a los enfoques estratégicos y la autorregulación, incluido aquí el factor de metacognición declarativa de autoeficacia y su influencia como expectativa de rendimiento académico.

ОСОБИСТІСНИЙ ПОТЕНЦІАЛ ЯК ОСНОВАПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ МЕДИЧНИХ ПРАЦІВНИКІВ

The article provides a theoretical analysis of various approaches to studying the concept of "personal potential" of an individual as a psychological phenomenon. The paper analyzes the current state of research of different approaches to the study of the personal potential of the individual, in particular the psychological characteristics of medical professionals, and investigates the psychological features of the personal capacity of medical professionals and their impact on professional activity. The personal potential of the individual is analyzed through the prism of concepts of self-realization, integral system of individual psychological features, system of internal restorative resources and dynamic psychological system. An analysis of the work of Ukrainian psychologists on the problem of researching the personal potential of medical professionals is given. On the basis of theoretical analysis, the concept of personal potential of medical workers is operationalized through the notion of vital, personal meaning of professional activity. It clarifies the specificity of healthcare workers' professional activity in the context of healthcare reform and determines the importance of personal potential in it. The article also focuses on psychological characteristics of healthcare workers' personal potential and their impact on the professional activity. The article identifies the spheres of realization of medical workers in their professional activity through the purpose of activity, the pursuit of self-improvement, as well as through professional, psychological, unlocking their potential. The study determined the degree of motivational self-regulation, styles of self-regulation and self-esteem of mental states of health workers. The psychological peculiarities of the personality potential of the personality affecting the professional activity of medical workers are revealed. The main obstacles to the disclosure of the personal potential of health care workers have been identified. Based on the analysis, recommendations were made regarding the prospects of further research into the personal potential of healthcare professionals.

Personal transformations of the elements of behavioral component of law enforcement officers’ professional activity

The author of the article has provided the results of the study of the features of personal transformations of the elements of behavioral component of law enforcement officers’ professional activity at the stage of training in higher educational institutions with specific learning conditions. The interdependent elements of behavioral component of a law enforcement officer’s professional activity have been singled out, namely: the adaptive potential of an individual, skills and behavioral self-regulation styles, individual and business qualities, mechanisms of psychological protection and coping-behavior strategies.
 The author has diagnosed the features of strategies and models of coping behavior of law enforcement officers at different stages of professional training. So, in difficult life situations it is typical for freshmen to come into contact with others for decision-making. Despite this, they are able to take responsibility and solve problems independently, although they still need support from others. Second-year students tend to work together to achieve mutual goals that coincide and to avoid the risk of failure due to long-term analysis of solution options and possible consequences, they are prone to re-insurance and cautious actions. Third-year students seek support from others (family, friends, colleagues), have the ability to solve problematic, difficult situations with other people, are able to cooperate and behave combining inner strength and politeness to the environment. MA students use practically the same with third-year students a set of models of coping behavior, search for social support and interaction with people. However, they are more prone to cautious actions and weighed decisions than third-year students.
 It has been determined that law enforcement officers at the stage of professional training are least of all inclined to use passive and asocial coping strategies. Thus, freshmen in difficult situations will not demonstrate caution and aggression, second-year students will not avoid difficulties and behave in asocial way, third-year students are also less likely to engage in antisocial and aggressive actions, and MA students are less likely to act aggressively and avoid solving problems.

Styles of Vital Activity Regulation in accordance with the Temporal Perspective Balance

The paper deals with the relationship between the characteristics of individual time perspective and the processes of self-regulation that affect the quality of life. The research features personal characteristics of people engaged in entrepreneurial activities. The author has conducted a comparative analysis of time perspective balance in relation to the styles of self-regulation in three groups: successful entrepreneurs, individuals who refuse to engage in entrepreneurial activities for various reasons, and individuals who keep failing to organize their own business. The obtained results have revealed that a balanced time perspective in combination with regulatory modeling and evaluation processes is necessary for successful business activity. If time perspective is unbalanced, it does not allow the individual to use their positive potential to the full, even if life regulation processes are well-developed.