Features of self-regulation of students agrarian higher educational establishment

Abstract

This article presents the results of empiric research of the peculiarities of selfregulation of students of agricultural higher schools. The levels of formation of
functional links of self-regulation of the students have been identified. It has been
determined that functionally weak links of self-regulation such as modeling of
significant conditions, programming of actions, and independence need special
attention and compensation. The profiles of development of regulatory processes of
students and weak links in them have been determined as well as dominant levels of
general self-regulation of each profile, the qualitative characteristic of obtained data
have been presented, compensation opportunities as to the profiles of development
of regulation processes have been outlined. Individual peculiarities of behaviour and
of activity of the subject are determined in the level of self-regulation formation. Thus,
self-regulation is to be considered in the context of actualization of self-conscientious
of a personality, his/her motivation and values spheres, cognitive and affective
spheres.
Self-regulation, programming, planning, design, flexibility,
independence, estimation of results.