PSYCHOLOGICAL AND EDUCATIONAL SUPPORT OF STUDENTS' SELF-REGULATION DEVELOPMENT

The modern social environment, in general, and the educational one in particular, impose several requirements on the personality of the student as a future representative of the professional community. This is manifested in need to acquire expert knowledge and skills in the face of constantly changing requirements, plan your activities for the short and/or long term, as well as added flexibility of behaviour. To organize activities in accordance with the described requirements, it is necessary to systematically build and implement them, which is carried out by resorting to self-regulation. The article discusses theoretical approaches to the problem of personality selfregulation in psychological and pedagogical literature, identifies individual and agerelated characteristics of college students 'self-regulation, identifies the relationship between the level characteristics of self-regulation and cognitive personality styles, identifies the main directions of psychological and educational support for the development of students' self-regulation, implemented through the integrated use of variable forms and means and presents the results of a study of the possibilities psychological support of educational development of self-regulation of students, taking into account the cognitive styles.