The article states that goal-setting is an integral formation, the meaning of life, on the way of self-realization, by means of which a person regulates and organizes his own life. It is demonstrated that in the structure of the ability to goal-setting there are the following components: intellectual, personal, activity. The personal (individual-personal qualities, value system) and activity (volitional qualities) components in women at different stages of self-realization have been studied and compared. It is established that students who are at the stage of self-understanding and self-perception are not capable of responsible goal setting because they have an ideal self-image, overestimated self-esteem, underdeveloped reflection and reduced efficiency of adaptation, conflict of values (universalism - achievement, security - independence, independence - comfort), a pessimistic view of future-oriented events without developed volitional qualities. It was found that female students have certain goals, but are not always able to present a more or less clear picture of the desired future, so the ultimate goal may not be justified and is unstable. It is shown that women at the stage of selfrealization live in the present, have a real idea of themselves, they lack full self-satisfaction, which with a strong self-esteem and generally positive assessment of their personality encourages respondents to further self-improvement. It has been shown that women use volitional qualities when achieving goals, have a conflict of values (stimulation - security), which is characteristic of mature adaptive individuals, with a certain level of dignity and flexibility.
Personal particularities of the ability to goal-setting at different stages of personality’s self-realization
