Introduction.The instability of the modern world with its rapidly changing social and economic realities requires the readiness of a person for self-change. For this reason, along with vocational education, higher education has to include the programmes to form future experts’ skills of professional self-development, which success depends on many circumstances, including self-attitude.The aimof the research presented in the publication was to define the role of self-attitude in personal and professional self-development of students in the course of their professional training in higher education institution.Methodology and research methods.Empirical methods were employed in the course of the research. The complex of psycho-diagnostic techniques was used: test-questionnaire of self-attitude by V. V. Stolin and S. R. Pantileev; tests: Life-Purpose Orientations Test by D. A. Leontiev, The General Self-Efficacy Scale by M. Jerusalem, R. Schwarzer and V. Romek, Assessment of Self-Control in Communication by M. Snyder; questionnaires: Personal Orientation Inventory by E. L. Shostrom, Ability to Self-Development by V. I. Zvereva, Willingness to SelfKnowledge and Self-Development by T. A. Ratanova and N. F. Shlyahta, Determination of level of reflexivity development by A. V. Karpov, Style of Self-Regulation Behaviour of Students by V. I. Morosanova. The obtained respondents’ responses (n = 110) were processed using methods of mathematical statistics, such as correlation and cluster analysis.Results and scientific novelty.Different theoretical approaches to the problem of self-attitude highlighted in the scientific literature are considered. The affective and cognitive components of self-attitude are emphasised. Significant correlation relationships between the characteristics of self-attitude and level of motivational readiness for self-knowledge and self-development of 2nd-4th-year students-psychologists of N. P. Ogarev Mordovia State University have been revealed. It appears to be rather attributed by the fact that the attitude of students towards themselves in many respects is defined by the level of formation of their reflexive and regulatory qualities, understanding of the purpose and meaning of life, confidence in the professional success, which provide an incentive for self-change and self-improvement. The conducted cluster analysis allowed the authors to group the students around different levels of professional self-attitude and self-development (very high, high average and stagnant). The results of the research show that positive self-attitude is one of the important factors in self-development. The process of awareness of self-worth encourages the person to periodically reflect on career prospects and implementation of plans, providing the grounds for creative self-realisation.Practical significance.The results obtained can be used by teachers and psychologists of higher educational institutions to organise psycho-pedagogical support for personal and professional self-development of students.

ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ ЛИЧНОСТНО-ПРОФЕССИОНАЛЬНОГО САМОРАЗВИТИЯ СПЕЦИАЛИСТОВ СОЦИОНОМИЧЕСКОЙ СФЕРЫ © 2017Ж.Г. Гаранина, кандидат психологических наук, доцент, профессор кафедры психологии Национальный исследовательский Мордовский государственный университет им. Н.П. Огарева, Саранск (Россия) Ключевые слова: личностно-профессиональное саморазвитие; факторы саморазвития; ценностно-смысловая сфера; рефлексия; саморегуляция; коммуникативная компетентность.Аннотация: Проблема исследования процесса личностно-профессионального саморазвития современных спе-циалистов является в настоящее время достаточно актуальной в связи с возрастанием требований к личности про-фессионала, способного к самостоятельному и систематическому повышению своего профессионального уровня.В статье анализируются теоретические подходы к проблеме саморазвития, факторы личностно-профессиональ-ного саморазвития специалистов социономической сферы. Выделяются ценностно-смысловые, рефлексивные и регулятивные факторы саморазвития, на основе которых происходит осознание ценностей саморазвития и необ-ходимости самоизменения, а также регуляция собственного поведения и деятельности, направленной на совер-шенствование своих личностных и профессиональных качеств.Для выявления особенностей личностно-профессионального саморазвития проведено эмпирическое исследо-вание среди специалистов социономической сферы с использованием психодиагностических и статистических методов. Получены результаты о наличии значимых взаимосвязей между уровнем саморазвития и такими качест-вами, как рефлексия, саморегуляция, самоактуализация, осмысленность жизни, готовность к саморазвитию, ком-муникативная компетентность. В результате дисперсионного и факторного анализа выделены факторы, влияющие на процесс личностно-профессионального саморазвития.На основании полученных результатов делаются выводы о том, что личностно-профессиональное саморазви-тие определяется ценностно-смысловыми факторами, связанными с общим уровнем осмысленности жизни и мо-тивационной готовностью к саморазвитию и самоактуализации, а также рефлексивными и регулятивными факто-рами, основанными на стремлении к осознанию своих личностных и профессиональных качеств и регуляции сво-ей деятельности. Одним из профессионально важных качеств специалистов социономической сферы, влияющих на профессиональное саморазвитие, выступает коммуникативная компетентность, которая является инструментом для осознания себя и совершенствования своей профессиональной коммуникативной деятельности.

The research featured relationship between self-regulation and psychological competence of future specialists. The study involved an analysis of theoretical approaches to this problem in domestic and foreign psychology. Psychological competence presupposes developed psychological knowledge and communicative abilities and skills, as well as a stable system of self-regulation that allows for effective management of one's behavior during professional interaction. The author established the features of psychological and communicative competences in students, as well as such regulatory qualities as self-regulation, self-control, and self-efficacy. The research revealed statistically significant relationships between the level of development of psychological and communicative competences and the characteristics of regulatory qualities. A cluster analysis showed three groups of students with different levels of communicative competence and regulatory qualities. The regulatory and communicative components of psychological competence appeared closely interrelated. Self-regulation, self-control, self-efficacy, and communicative skills of future psychologists were the instrumental basis for the development of psychological competence. A well-developed self-regulation helped students understand and control their behavioral reactions. It enabled them to carry out conscious and focused interaction with people in problematic professional situations, as well as contributed to the development of psychological competence during vocational training.

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