Experiences of person reveal his/her real-life relationships. Process of change of problematic relationship of students through psychological defenses is also experienced. Objective: distinguish characteristic time experiences of students due to systematic use of psychological defenses in the organization of life. Hypothesis: for student’s systematic use of psychological defenses for solving problems with high probability is associated with expressed experiences of violation of the integrity and disintegration of duration of the performed processes of vital activity. Methods. 139 randomly selected students were subjects (aged: Me=19.00; min=17.00; max=26.00). The following standardized methodologies were used to collect empirical data: questionnaire “Life Style Index” (R.Plutchik, G.Kellerman); Freiburg Personality Inventory (FPI, Form В); scale of subjective control of R.Baumeister; scale “competence in time” from text of self-actualization (E.Shostrom); methodology “Scale of time experience” (A.A.Kronik, E.I.Golovaha). Results: Completeness of experience by the subjects of the current moment implies a high stability of their personal organization and is associated with experiences in the current time of speed, limitation, diversity, and is also associated with the psychological defenses of substitution and regression. For subjects with reduced stability of personal organization there is a higher tendency to use such psychological defenses: substitution; regression; compensation; denial of reality. The defensive mechanisms of substitution and regression are associated with the experience of time as spasmodic and intermittent, in addition, substitution is associated with the unpleasant experience of time, and regression with its organization and fragmentation. Conclusions. Use of students of psychological defenses of replacement and regression, which limit and distort perceived information, is accompanied by experience of time as a fractioned, fragmented sequence of actual changes in a meaningful process.

PSYCHOLOGICAL PECULIARITIES OF AXIOLOGICAL ATTITUDES OF SENIOR SCHOOL STUDENTS IN ETHNOCULTURAL ENVIRONMENTThe article deals with the experimental studying of psychological peculiarities of senior school students' axiological attitudes in ethnocultural environment. The experiment involved 30 students of senior grades. Having analyzed the results of the method "Types of ethical identity" it has been revealed that the dominant type (28%) is a positive onethe combination of positive attitude towards one's nation and towards other nationalities. Ethnic indifference, which means ethnical identity "diffusion", expressed in the uncertain ethnic attitude, is manifested in 21,3% of students. Ethnic fanaticism, which means being ready to do anything for the sake of ethic interests is expressed in 17% of the surveyed. 13,5% of the respondents are characterized by the ethnic egoism -they feel anxious and irritated when communicating with the representatives of other ethnic groups; ethnic isolation (national supremacy) is expressed in 11,7% of students. 7,5% of the surveyed have manifested marks of ethnic negativism, which means ignoring one's own national belonging. According to the research results obtained with the help of the method "Values" (by M. Rokych) the dominant terminal values in the students' life are health, pleasure, the main groups of values are concrete (31,2%) and abstract (31,5%). The main instrumental values are politeness, cheerfulness, fairness, carefulness, independency, etc. The main groups of values are communication values (15,5%), business (16,6%) and values of self-esteem (17,7%). This, the research results have shown that in order to form axiological attitudes in senior school students one should gradually widen and deepen their beliefs about values in different areas of life.

The article deals with psychological peculiarities of the main components of modern students' social maturity. The relevance of verifying the levels of social maturity is explained by the non-stable conditions of the country's development. The theoretical review of both domestic and foreign scientific sources on the problem of social maturity is performed. This made it possible to define "social maturity" as a certain level of forming the values, knowledge, skills and ethical qualities, which are enough for voluntary, skilful and responsible performing of all social roles formed as a result of personality development. The results of the empirical research aimed at studying the main components of social maturity (such as activity, independence; respect for others, optimism) are presented.

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