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Specific Features Of Self-Realization In Students With Different Levels Of Self-Control

The relevance of this study is due to the importance of studying personal factors that determine the patterns of individual self-realization. One of these factors is self-control that in our opinion largely defines the self-realization of an individual. The purpose of the study was to identify the specific features of self-realization in students with different levels of self-control. To achieve this goal, an empirical study was conducted with the participation of 140 students aged 17–25. As diagnostic tools, the following methods were selected: the test “Self-control abilities” by N. M. Peysakhov; “Questionnaire of self-realization” by S. I. Kudinova. In the process of analyzing empirical data, the subjects were divided into five groups (according to the level of development of self-control abilities), where specific differences in the parameters of their self-realization were studied. The analysis revealed that the most favorable self-control level in terms of self-realization is above average. Students with this level of self-control are active and optimistic; in the process of self-realization, they have equally high social-corporate and subjective-personal goals of self-realization; egocentric and sociocentric motives are equally present. The most unfavorable for self-realization were low and high levels of self-control, as these groups of subjects revealed the predominance of passivity over activity, of egocentric self-realization motivations over sociocentric ones, low level of constructive self-realization along with social and personal barriers.