The role of self-regulation in the organization of independent work of bachelors in the conditions of education digitalization

The study considers the problem of organizing students’ independent work in the context of education digitalization. It is shown that traditional approaches to classification and organization of independent work need correction, taking into account the specifics of the educational process implementation in an electronic informational and educational sphere. The results of a comparative empirical study of students’ regulatory qualities (self-regulation, rigidity, personal disruptors of time, experiences in activity) with a different general level of self-regulation are presented. The leading personality disorganizers of time, regardless of the level of self-regulation, are «emotional tension» and «emotional apathy». Students have the least formed qualities of electronic information and educational environment usage. The targets of psychological and pedagogical influence for increasing the effectiveness of students’ independent work in the context of digitalization of education have been identified.