Gender features of psychological self-regulation of higher education seekers
Authors: Altanova Alyona 
Published: March 2023

The article highlights the problem of gender characteristics of psychological self-regulation of higher education applicants. The relevance of the mentioned issue is determined by the need to ensure the success of the individual in educational activities in the conditions of a gender-sensitive higher education institution. A brief analysis of the latest research and publications on the problems of gender education and psychological self-regulation was carried out. The theoretical and practical principles of psychological self-regulation and gender issues in education are substantiated. Ways to increase the level of self-regulation of higher education applicants in higher education institutions have been identified and experimentally verified. The article introduces the results of an empirical study that was conducted at the National University of Life and Environmental Sciences of Ukraine at the Faculty of Humanities and Pedagogy with the aim of determining the gender characteristics of psychological self-regulation of higher education applicants. The following methods were used: the method "Investigation of the level of self-regulation" (the author's method of I. A Usatov); the method "Investigation of voluntary self-regulation according to the questionnaire test of A. V. Zverkov and E. V. Eidman; the method "Style features of self-regulation of behavior" by V. I. Morosanova; non-standardized self-observation (keeping a diary of self-observations); observation and interview. The article also contains the results of the study of routine (everyday) self-regulation techniques of higher education applicants during the working day. The analysis of the research results showed that the ability to self-regulate remains a problematic issue, as the majority is unable to maintain a stable mental state in non-standard situations of educational activity, especially during physical and psychological influence on them and in non-standard, stressful situations. However, the higher education applicants are aware of the need to develop self-regulation skills. The following ways of acquiring skills and abilities of emotional self-regulation by students of higher education, taking into account gender characteristics, are defined, such as psychological training, autogenic training, development of pedagogical techniques, inclusion of gender courses in the training plans of specialists (for example, "Gender Psychology"), organization of various educational activities, conducting trainings for the university community. In order to increase the indicators of stress resistance, the ability to self-regulate and improve the skills of planning, modeling, programming, flexibility, independence and evaluating the results of one's own activities, the study participants were offered psychotraining of personality self-regulation and psychotraining "Gender in Education" and offered "Methodological recommendations for improving the level of self-regulation of higher education applicant on the basis of gender". The results of repeated diagnosis of levels of stress resistance and self-regulation of higher education applicants showed an increase in these indicators and proved the effectiveness of the proposed program. Therefore, self-regulation of behavior is an integrative property of the individual, which unites the intellectual, motivational, volitional, emotional sphere of the individual. The problems of self-regulation of the personality in order to achieve its success in educational activities are becoming more and more relevant for higher education teachers, scientists, and psychologists. Identifying the peculiarities of psychological self-regulation in the gender aspect and finding ways to improve it is a problem that requires further scientific research.