Efficiency of mental self-regulation of final year university students during the exam

The theoretical basis of the study is the concept of mental regulation with respect to which the formation of self-regulation mechanisms in students takes place due to the need to overcome conditions that impede learning. Aim: the paper aims to identify the signs of mental states, the methods of their self-regulation and the regulatory properties of final year university students with different levels of self-regulation. Materials and methods. The study involved 4th year students (psychologists and mathematicians) divided into groups with low and high levels of self-regulation during the exam. The author questionnaires and well-established methods of mental state assessment were used in the course of the study. Results. It was found that students with effective self-regulation most often experience positive mental states (concentration, reflection), while students with low levels of self-regulation more often and more intensely experience negative mental states (anxiety, sadness). The signs of mental states are shown for the students of different disciplines: in psychology students, as the level of self-regulation increases, the intensity of negative mental states decreases. The use of self-regulation methods was shown for the students of different disciplines: mathematics students often use such methods of regulation as listening to music and relaxation, while psychology students more often use methods that require conscious control over actions and thoughts such as suggestion and changing attitude to the situation. Conclusion. In our opinion, a special regulatory role should be assigned to the mental component: the relations between the regulatory process and structures of consciousness should be studied, as well as the contribution of the latter to mental states during the exam.