Acquisition or disposal: the problem of the choice of a self-improvement strategy by students

Introduction: timeliness of the problem is predetermined by the theoretical and practical importance of studying determinants of self-development and the concrete strategy of self-improvement as one of its forms. The aim of the research is to reveal person's preferences in choosing self-improvement techniques, the factors influencing this choice, to develop the algorithm of teaching a student how to use the self-improvement strategy. Materials and Methods: theoretical, empirical and practical methods were employed in the course of the research. The author's method of identification of priorities in choosing the strategy of self-improvement that had been tested on the students was used as diagnostic tools. Training in personal development strategy was applied as a practical approach. Results: four strategies of self-improvement: acquisitions, disposal, transformation and restriction were highlighted and described. The students use the strategy of acquisition and disposal more often than transformation and restriction. The substantial analysis of each of these strategies is made. It is found out that the choice of priority strategy is defined by the level of expression of endeavours to self-development. At the high level of endeavours to self-development the priority strategy is most often the strategy of acquisition, at low level it is the strategy of restriction and disposal. The algorithm of teaching how to use strategy of self-improvement is developed including the enhancement of the level of awareness to the choice of strategy; clarification of purpose of these or those qualities for the person, their acceptance; transition to the strategy of transformation and restriction. Discussion and Conclusions: the preference of self-improvement strategy determines the originality of personal development and provides understanding of specifics and mechanisms of changes. The received results can be used in the course of studying psychological disciplines, in the activities of psychological service at higher education institutions, and in the psychological support of personal development of students.