THE ROLE OF THE SELF-SYSTEM IN SELF-REGULATION OF MENTAL STATES IN THE COURSE OF THE STUDENTS’ EDUCATIONAL ACTIVITIES

This article is devoted to the question of the Self-system role in the mental regulation of human states. It analyzes different approaches to the study of relationship between the structures of the Self-system and mental states of a person. The purpose of this work is to establish the relationship between the components of the Self-system and the level of effectiveness in self-regulation of students’ mental states. The research was carried out in three forms of educational activity, different in the tension level: at a lecture, a seminar and an exam. Here are shown the most typical mental states of students with different level of self-regulation efficiency in different forms of educational activity. It was revealed that students with a high level of self-regulation efficiency more intensively experience positive cognitive states, regardless of the educational activity intensity. It was found out that higher manifestations of positive components of selfattitude (self-confidence, self-worth) and lower indicators of internal conflict characterize students with high efficiency of mental states’ self-regulation and self-blame. It was revealed that students with a high level of self-regulation efficiency have a significantly higher level of expression of the self-system components. Were established the leading substructures of mental states and the self-system in each of the forms of students' educational activity. It was found out that in everyday forms of educational activity, the behavior indicator is of the greatest importance, and in a tense examination situation – somatic reactions and cognitive processes. It was shown that as the tension of the situation grows from lecture to exam, the role of the components of self-attitude in the regulation of both individual substructures and mental states of students’ increases.