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Psychological separation is viewed as a determinant of the development of goal-setting at student age. The subject of this research is the correlation between the characteristics of psychological separation (emotional, functional, attitude, conflict) and goal-setting (value semantic &amp;ndash; values-goals, values-means, life-meaning orientations) and operational (system of self-regulation of voluntary activity) levels of young people from single-parent families. Sampling involved 49 students (18 males and 31 females). The following questionnaire-based surveys were used in the course of this research: &amp;ldquo;Psychological Separation Inventory (PSI)&amp;rdquo; by J. Hoffman, &amp;ldquo;Adaptation&amp;rdquo; by V. P. Dzukaeva and T. Y. Sadovnikova, &amp;ldquo;Value Orientations&amp;rdquo; method by M. Rokeach, &amp;ldquo;Life-Meaning Orientations&amp;rdquo; test by D. A. Leontyev, &amp;ldquo;Style of Self-Regulation of Behavior&amp;rdquo; by V. I. Mirosanova. The author determined valid differences between psychological separation from parents, value-semantic and operational characteristics of goal-setting among young people from single-parent families. The statistically significant correlations of the indicated characteristics are highlighted. The impact of psychological separation from parents upon values-goals and values-means, life strategies and individual characteristics of self-regulation of the activity of young people from single-parent families in the process of setting and achieving the goals, are analyzed in the context of logic of the functional approach of V .K. Shabelnikov. The novelty of this research consists in clarification of the role of psychological separation from parents in development of value-semantic and operational characteristics of goal-setting at student age.	

The impact of psychological separation from parents upon goal-setting of students from single-parent families