Typological psychological and acmeological features of students' educational and professional activity self-regulation
Self-regulation of the students' educational and professional activity is considered as an individual's capacity for independent cognitive activity, as well as to the sustainable operation in different conditions of life. In the educational activities the self-regulation supposes the deliberate change of activity methods, modes and techniques. The article provides a three-level structure of students' educational activity self-regulation, including: a) individual-active (objectively psychological) level of behavior and activity self-regulation; b) personal (own-psychological) level of self-regulation; c) subjective (integrative-psychological) level of self-regulation. The Article presents a brief description of each level of self-regulation. The peculiarity of the structural organization of the objectively-psychological level of students' educational and professional activity self-regulation, supplemented with the results of the own-psychological level of self-regulation study has allowed to define a typology of students' educational activities self-regulation (from the first up to the fifth year). The article substantiates the necessity of using a typological approach to the solution of organizational and pedagogical problems and increase productivity of students' cognitive activity and presents the typology of the students' educational-professional activity self-regulation. It gives a list of methods the implementation of which in the context of a holistic study of the structure and mechanism of student youth's educational and professional activity self-regulation allow us to identify and describe the typological features of learning-oriented, socially oriented, and executivepassive types of self-regulation that implement three main ways of self-regulation of students' educational activities. The article also describes the acme- self-regulation type of self-regulatory of students' educational and professional activities, characterizing the students as the subjects of their own training and professional activities, actualizing educational activity achievements. It gives guidelines on the use of psychological-acmeological means used in psychological and pedagogical work with students belonging to one or another type of self-regulation, who demonstrate a reduced level of self-regulation.