FORMING ABILITY OF THE INDIVIDUAL TO SELF-REGULATION IN CONFLICT SITUATIONS EDUCATIONAL ACTIVITIES

The authors specify that the state of psychological preparedness is a complex and dynamic structure is a combination of intellectual, emotional, motivational and volitional personality traits. Studied that students develop means of self-regulation should include the formation of motivational-value, intellectual, cognitive, practical and action-emotional-volitional component of readiness. The basic principles of self-teaching activities: system, activity and awareness. To study the self-psychological stability student modeling method was used. The basic function of self-regulation in situations of teacher pedagogical interaction Evaluative function; motivational and incentive functions; protective functions; prognostic features; regulatory functions. This interconnection integrates personal resistant dependence of students' activity results from the level of their mental, emotional, willing, personally professional features and from activity in general. The empirical study requires defining the criteria of the level of personal self-direction ability development in conflict situation in educational activity. Obtained results allow confirming the existence of appropriate compensational mechanism in students' self-direction processes in conflict situations in educational activity. It is necessary to have high-developed indicators of need-motivational component of self-direction functional state