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The multidisciplinary nature and continuity of education involve finding ways to systematize the higher education content in order to create motivation for professional development growth. Culture-forming technologies for mastering program material, considered by the authors, perform a set of pedagogical functions, providing the educational information processing. Based on the cultural and competence approach, the authors developed the content of scientific and methodical provision at the methodological, theoretical and methodical levels aimed at updating the organizational, pedagogical and methodical mechanisms of university students' professional training. The presented scientific and methodical resource creates comfortable conditions for a modern specialist development with a high level of culture and humanitarian education.

Relevance. In occupations with high demands for resistance to stress, the reliability of conscious self-regulation is considered an important factor ensuring personnel reliability. This interdisciplinary study takes place at the intersection of general psychology, psychology of self-regulation, labor psychology, professional psychology, and extreme psychology. Objective. To study the reliability of self-regulation as a universal and special resource for achieving goals under stressful conditions in high-risk occupations. Methodology. Representatives of high-risk occupations — sailors (N = 139), pilots (N = 33), rescuers (N = 123) — and low-risk professions (teachers, N = 154) took part in the study. Individual differences in self-regulation and its reliability under stress were assessed by means of the Self-Regulation Profile Questionnaire (V.I. Morosanova & N.G. Kondratyuk, 2011). Results. Self-regulation and its reliability in stressful conditions were found to be significantly greater among the high-risk professions than the low-risk ones. There were no significant differences in self-regulation reliability between the different groups of high-risk professionals. Using one-way ANOVA and Cohen’s effect size measures, differences in self-regulation variables were found between experts and novices for different professional groups. Among sailors and pilots, significant differences were found between experts and novices only for one variable: reliability of self-regulation. Quite the opposite result was obtained for the teachers: Experts differ significantly from novices in all self-regulation parameters except for reliability of self-regulation. Conclusion. The study substantiated the view that reliability of self-regulation is a universal and special regulatory resource for professional goal achievement. The research results allow us to conclude that in high-risk occupations, reliability of self-regulation may serve as a professional resource ensuring efficiency, faultless operation, and safety.

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