SATISFACTION AS A SUBJECTIVE INDICATOR OF THE EFFECTIVENESS OF SELF-REGULATION OF EMOTIONAL STATES AND BEHAVIORS OF STUDENTS IN DIFFERENT LIFE SITUATIONS
The article considers satisfaction as a subjective indicator of the effectiveness of self-regulation and some aspects of its manifestation in the student's age. The results of the research of students ' satisfaction with their emotions and actions in various life situations, as well as the results of the correlation analysis of the relationship of this mental phenomenon with adaptability, the ability to self-government and the overall tension of psychological protection of the individual. The findings suggest that a significant number of students have a high level of satisfaction with their emotions and actions. Satisfaction with their actions in different life situations in students (girls and boys) is higher than their emotions. Girls show higher satisfaction with their emotions in different life situations than boys. A close correlation between the manifestations of satisfaction with emotional States and satisfaction with actions is established. No significant relationship between the satisfaction of students with their emotions and actions in different life situations and adaptability, between the subjective significance, difficulty and overall satisfaction with their emotional states and behavior in different life situations. The obtained data indicate high subjective satisfaction as an indicator of self-regulation efficiency. A moderate negative correlation between General satisfaction with emotional state and behavior in different life situations and intensity of psychological defenses was established. A moderate positive correlation between General satisfaction and the ability to self-government, as well as the abilities included in its structure: the ability to analyze contradictions, the ability to plan, the ability to predict, the ability to make decisions, the ability to correct. At the same time there is no significant correlation of satisfaction with the ability to set goals, determine evaluation criteria and control yourself, and these abilities affect the adequacy and validity of assessments of emotional states and behavior. The data obtained allow us to assume that the increase in the ability to self-government and reduce the overall stress of psychological protection will help to increase the level of satisfaction of students with their emotional states and behavior in different life situations.