Pasko T. Individual peculiarities of emotional self-control in high school students.

The dissertation investigates relationship between individual features of high school students and the level of emotional self-control characteristic of them. Theoretical grounds and experimental data are presented concerning emotional self-control in high school students. The notion of emotional self-control was defined, its theoretical model developed, and the set of diagnostic techniques selected. Emotional self-control is described as the individual's ability to control, identify, and correct, if necessary, his/her emotional expressions thus increasing the efficacy of his/her activity and promoting self-improvement of the individual. The elaborated theoretical model of emotional self-control is comprised of two constituents: the structure, which includes motivation and value system, self-estimate unit, reflexive component, will-power component, intellectual component, and the operating mechanism that consists of the control unit and correction unit. Both constituents of the model are interrelated and fulfill certain functions distributed among them. Testing of the submitted model enabled us to elicit the leading components of the emotional self-control structure which are as follows: motivational unit, reflexive unit, and self-estimate unit. The psychological determinants of the high school students' emotional self-control were educed, underlying the program of emotional self-control skills training, which was developed and tested by the author. On the basis of their skills in controlling their emotional manifestations, three types of emotional patterns were elicited and scrutinized.