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.

Introduction. The article covers the issue of professional selection and determination of the set of qualities that should be possessed by the specialists of “person – machines” field, in particular, workers of locomotive brigades. The issue of assessing the professional suitability of operators of locomotives in Russia was raised in the late XIX century by railway engineers-administrators. However, the study of professionally important qualities of the members of the locomotive crews proves to be relevant today. The practical importance of corresponding research is related to ensuring the safety of trains movement. Materials and Methods. The study incorporated a combination of methods: literature analysis, testing (methods for diagnostics of level of personal risk readiness “PSK” R. Schubert, test “A study of volitional self-regulation” A. V. Zverkova, E. V. Eydman, methodology for perceptual assessment of stress), the survey (questionnaire). Spearman rank correlation method was used for statistical analysis of empirical data. Results. The article describes the results of empirical research of peculiarities of professionally important qualities of locomotive brigade workers. In particular, the authors introduce the data of diagnostics of volitional self-regulation and stress resistance of locomotive drivers and assistant drivers, and also results of measuring their risk tolerance, considered as an anti-PVK. It was revealed that the majority of the tested workers of locomotive brigades demonstrate low and medium levels of personal readiness to take risks, they are not inclined to act rashly and randomly. The majority of drivers and their assistants have a high level of volitional self-regulation development, i.e., they are emotionally mature, active, independent and self-reliant. Three quarters of the surveyed workers from the locomotive crews demonstrated a high level of perseverance and an overwhelming majority showed highly developed self-control. More than a half of the sample turned out to be representatives of the B type stress, i. e., stress-resistant people. However, more than a third of the members of locomotive crews tend to exhibit A type stress. They showed manifestations of aggressiveness, impatience, and intolerance to stress. The article contains the analysis of the survey of the locomotive staff members concerning the qualities required for the representatives of their profession. Most frequent feedback among the responses was about volitional traits expressing attitude to work and to other people. The survey revealed the particular importance of fostering some psychological qualities of the locomotive drivers and their assistants: patience, attentiveness, responsibility, determination, self-confidence, vigilance, diligence. Correlation analysis of empirical data using Spearman’s rank correlation determined the presence of statistically significant connection of volitional self-regulation and self-control with the types of stress resistance. There is an average force feedback between the indicated qualities of workers of locomotive brigades. The data of correlation analysis and test logic, used to measure stress resistance, suggest that higher level of volitional self-regulation development and self-control as its component inevitably boost better stress resistance of locomotive crew members. Discussion and Conclusion. Efficiency of professional activities of locomotive brigade members of a depot can be bettered by means of training exercises, carried out by a specialist of psychological profile, involving locomotive drivers and their assistants. The exercises should be targeted at the development of volitional self-regulation, and its element self-control, thus contributing to stress resistance improvement.

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Introduction. The article is devoted to the study of personality traits of students with different levels of Internet addiction. In connection with the rapid ubiquitous spread of the Internet, the problem of dependence on the global network is becoming more and more urgent. However, we have to state that there is a contradiction between the need to prevent Internet addiction among young people and insufficient knowledge of the personal characteristics of students who are prone to Internet addictive behaviour. Materials and Methods. The research used the following methods: theoretical analysis of scientific literature, testing (test for Internet addiction (K. Young (adapted by V. A. Loskutova)), test “Self-assessment” (L. D. Stolyarenko), personality questionnaire “Suggestibility” (S. V. Klauchek and V. V. Delariu), personality questionnaire EPI (Eysenck Personality Inventory) (G. Eysenck), methodology for diagnosing failure avoidance motivation (T. Ehlers)). For statistical analysis of empirical data, the Student’s test was used for independent samples. Results. The study found that among the respondents there are no people with a pronounced Internet addiction. Identified potential Internet addicts – students overly keen on the Internet. They tend to have low self-esteem scores and are more susceptible to suggestion than regular web users. Most students who are prone to Internet-addicted behaviour have a high and too high level of motivation for avoiding failure, while the majority of ordinary users are characterized by a high level. There are no significant differences between the groups of respondents on the introversion and extraversion scale. Statistical analysis of the data obtained confirmed the presence of significant differences between students who are potential addicts and students who are ordinary Internet users in terms of self-esteem and suggestibility. Discussion and Conclusion. The analysis of the results of the study allows us to conclude that students who are overly keen on the Internet differ from their peers – ordinary Internet users by their tendency to a low assessment of their own qualities and a higher suggestibility. They also have a higher level of failure avoidance motivation. The data obtained by us can be used in the development of programs for the prevention of Internet addiction among students.

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