Ключові слова: саморегуляція, самоуправління, регулятивні механізми, механізми саморегуляції, самооцінка, рівень домагань, рефлексія, самоконтроль.

Тетерук С.П. Формирование механизмов саморегуляции студентов в иноязычном пространстве. - Рукопис.

Диссертация на соискание ученой степени кандидата психологических наук по специальности 19.00.07 - возрастная и педагогическая психология. Национальный педагогический университет имени М.П. Драгоманова, Киев, 2006. - Рукопись.

Диссертация посвящена теоретическому обоснованию и эмпирическому изучению путей развития механизмов саморегуляции студентов при изучении иностранного языка, разработке и внедрению обучающей программы по формированию саморегуляции как целостного образования.

Установлено, что развитие саморегуляции при изучении иностранного языка является недостаточным и обуславливается такими механизмами как самооценка, уровень притязаний, рефлексия, самоконтроль, а также с особенностями мыслительной деятельности и особенностями внимания. Разработано и апробировано обучающую программу по формированию механизмов саморегуляции студентов на занятиях по иностранному языку.

Доказано, что повышение уровня саморегулирования при изучении иностранного языка возможно путем использования в процессе обучения активных методов обучения (дискуссий, проблемных ситуаций, творческих заданий, разнообразных игр, психологических упражнений, групповых форм работы). Результатом такой работы явилось не только повышение уровня саморегуляции студентов, но и развитие их коммуникативной компетентности, повышение уверенности, инициативности, самостоятельности, то есть личностный рост в целом.

Ключевые слова: саморегуляция, самоуправления, регулятивные механизмы, механизмы саморегуляции, самооценка, уровень притязаний, рефлексия, самоконтроль.

Teteruk S.P. Forming mechanisms of students' self-regulation in foreign space. - Manuscript.

Dissertation on acquiring an academic degree of candidate of psychological sciences on major 19.00.07 - pedagogical and age-specific psychology. - M. P. Dragomanov National Pedagogical University, Kyiv, 2006.

The dissertation is dedicated to theoretical grounds and empirical study of mechanisms of students' self-regulation in foreign space, elaboration and application of educational program on forming the process of self-regulation.

Native and world achievements, devoted to the problem of self-regulation, have been analysed in the work Particularly, views on the issues of person's activity as a subject of regulation of his activity and behaviour are enlighted, main approaches of the self-regulation research are presented. It is marked that in spite of many-sided psycho-pedagogical research of self-regulation, the study of the specific character of self-regulation within studying of foreign language hasn't been the subject of the special study yet.

On the theoretical grounds and empirical study of the problem of self-regulation, self-regulation is regarded as complicated mechanism which provides planning and realizing person's actions in accordance with the aim determined.

It is revealed that effective self-regulation of educational process is a substantial indicator of its forming because ability of organazing activity according to educational tasks, self-control, controlling one's feelings, emotions, aspirations, awareness of one's intentions, self-estimation of one's level of knowledge, skills are constituent parts of productivity of any activity, including speaking activity in English.

It is stated on the stage of stating experiment that the development of self-regulation process is conditioned by the following mechanisms: self-estimation, pretension level, reflexion, self-control. Besides, the peculiarities of interconnection of thinking and attention with the level of self-regulation have been studied. Different methods, questionnaires, procedures were put into practice to prove the hypothesis that productive mastering of English by non-language students of high establishments demands a high level self-regulation development which isn't created in traditional conditions of teaching. An increase of students' self regulation level while studying foreign language can be achieved within using active teaching methods, aimed to form and develop mechanisms of students' self-regulation and such components of self-regulation process as the analysis of contradictions, prognosis component, aimforming, planning, criteria of quality estimation, taking decisions, control and correction.

The analysis of contradictions is responsible for organizing the succession of actions according to aim determined which requires correlation of the aim with real conditions. On the stage of prognosis the student coordinates his possibilities with the requirements of the situation and aim determined, and foresees his future actions. The dynamics of the process of thinking is done through the stage of aimforming. Planning is very important component of self-regulation process which determines the productivity of the student's regulartory actions. On the stage of criteria of quality estimation the information on the received result is correlated with the criteria for success. Withing this stage the personal qualities of controling the actions and critical thinking are formed. The main function of the stage of taking decision is to organize the regulation of the action. The student creates the rules in a form of self-instructions and estimates their efficiency. The stage of control helps to follow the activity and decide if it is right. Correction completes the general process of self regulation. After this stage a new circle of self-regulation is started.

Self-estimation is a necessary inner condition of the regulation of any activity and has a connection with such sections of self-regulation process as aimforming and planning. Equivalent level of pretension ensures accordance between demands put to the student and his real abilities. Reflexion as a mechanism of self-regulation is a global functional characteristic of the self-regulation process which is done through reconstruction in the mind of other students' images because of interaction with them and rethinking of one's private experience. Self-control helps timely to prevent and recognize the mistakes.

Received facts brought about the hypothesis on increasing the level of self-regulation by forming an equivalent level of pretention, equivalent self estimation, high level of self-control and reflexion. The results show the high productivity of attention and thinking of the students who acquire average and upper-average levels of self-regulation.

On the stage of forming experiment the experimental educational program is worked out on the base of what the research of the developing of main mechanisms of the self-regulation process is done. The results show the changes in the level of the main mechanisms of self-regulation and an increase of the level of self-regulation itself. It is due to application of active educational methods: discussions, problem situations, creative tasks, tasks in a form of games, psychological exercises. A great attention was given to a group work of students. The group work is regarded to be an essential part of forming the mechanisms of self-regulation process. It is a pre-condition of effective self-regulation skills.

Tthe result of the application of such program is not only an increase of the level of self-regulation but also the development of person growth in a whole.

Key words: self-regulation, self-management, regulative mechanisms, self-regulation mechanisms, self-estimation, the pretension level, reflexion, self-control.

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