The article deals with the essence of self-regulation development as the basis of successful professional development of higher educational establishment students. It also analyzes the functions and components of self-regulation. An attempt to clarify the nature of self-regulation of professional development made it possible to establish the reason for the functioning of the structural elements of self-regulation development during educational activities.One of the tasks of modern education is to meet the social requirements for preparing young people for a successful life in modern society. In connection with the restructuring of the world system in Ukraine, increasing the level of psychological and pedagogical support for professional training, the relevance of the study of the self-regulation of future professionals is growing significantly. Therefore, for specialists dealing with learning problems, pedagogical research devoted to the problems of self-regulation is becoming increasingly important.Researchers’ approaches towards self-regulation on physiological levels as well as in the field of education were analyzed.On the theoretical grounds of the self-regulation problem, self-regulation was regarded as a complicated mechanism, which provides planning and realizing a person's actions following the aim determined.The professional development of future professionals should be aimed not only at mastering modern knowledge of general and professional disciplines, education of highly educated, cultural, harmoniously developed personality but also to promote the ideas of health and lifelong learning, education for sustainable development, competence approach, democracy, creation of a single zone of European education and tolerance.
Self-regulation as the basis of successful professional development of higher educational establishment students
