Principles and Ways of Developing Regulatory Resources for Achieving Educational Goals and Overcoming Stress in Senior Schoolchildren and Student

Background. The article analyses modern research in the field of self-regulation development in senior schoolchildren and students. The principles and mechanisms of the development of regulatory competencies for achieving educational goals and overcoming stress are considered from the perspective of a resource-based approach to self-regulation (Morosanova, 2021). Special attention is paid to the implementation of this approach in the educational environment. The article analyses research demonstrating the effectiveness of developing the regulatory competencies to increase the stress tolerance of modern schoolchildren and students at the exam preparation stage and to optimise the processes of self-determination during the initial choice of profession. Objective. The study had its purpose to analyse the possibilities of applying a resource-based approach to self-regulation for the development of regulatory competencies in senior schoolchildren and students. Methods. Searching for articles on the topic by means of Google Scholar, Science Direct, Consensus, PubMed, Research Gate and other Internet resources using the keywords: “self-regulation”, “regulatory resources”, “development of self-regulation”, “meta-resources”. Analysis of the research results within the framework of searching for effective methods of self-regulation development. Results. The study scrutinised various theories and models of self-regulation development, analysed the experience of implementing corresponding developmental programmes in various educational contexts as well as the results and limitations of their practical application. The authors then considered the possibilities of applying a resource-based approach to the development of conscious self-regulation in schoolchildren and students. It is shown that the concept of self-regulation as a meta-resource allows to identify conscious self-regulation as a mechanism for mobilising and coordinating all the personality resources to achieve goals. It is proved that it is the meta-resource approach to self-regulation that makes it possible to take into account educational contexts and peculiarities of self-regulation development in ontogenesis, thus overcoming some methodological difficulties in the development of support programmes. Conclusions. Development of conscious self-regulation among senior schoolchildren and students in the context of solving particular tasks in educational practice significantly increases the effectiveness of support programmes. The tools designed by the authors for assessing regulatory competencies make it possible to identify regulatory deficits at the initial stage and build individual development trajectories, which significantly increases the practical value of the concept model and allows for evaluating the dynamics of self-regulation development and effectiveness of the programme impact, as well as its long-term effects.