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The modern social environment in general, and educational in particular, imposes a number of requirements on the personality of the student as a future representative of the professional community. This manifests itself in the need to master professional knowledge and skills in the conditions of constantly changing requirements, planning their activities for the short and / or long term, as well as multiple flexibility of behavior. The object of the research was 100 students of various faculties of DSTU (technical and humanitarian orientation). In the course of the empirical study, we used diagnostic methods for identifying self-regulation mechanisms in the student environment "USK" by J. Rotter; a questionnaire for the diagnosis of individual stylistic features of self-regulation (V. I. Morosanova), the methodology “Research of volitional self-regulation” (A. V. Zverkova, E. V. Eydman). The practical significance of the work lies in the subsequent use of the data obtained in the framework of psychocorrectional work with students of the organization of secondary vocational education.

Features of psychological mechanisms of self-regulation among students of different professional orientation