Panok I. Value-semantic self-regulation as a factor in life self-determination of a student's personality

Object – life self-determination of students; goal – to determine the psychological specificity of the value-meaning self-regulation of the student's personality in his life self-determination; methods – theoretical (analysis, systematization and generalization), empirical, mathematical-statistical data processing methods; novelty – the specificity of life self-determination of students is shown for the first time depending on the type of value and regulatory-semantic orientations of the individual; the regulatory potential of the dominance of professional values, purposefulness and meaningfulness of life is determined for the first time; components of life self-determination as predictors of psychological well-being of a student's personality are identified for the first time, including consistency of life perspective, career orientation on the integration of lifestyles, and striving for superiority over others; the idea of life self-determination of students' personality as determined by a number of values and meanings of life creativity, relevant to the life perspective, scenario and strategy, is expanded; the idea of value orientations of students is expanded through the establishment of their contradictory combination under the condition of value conflict and harmonious – under the condition of balance of values; the idea of the typological features of value-semantic self-regulation of students is expanded; means of psychological support and promotion of life self-determination of students are received further development; results – the phenomenon of life self-determination of students is conceptualized, taking into account the value-meaning regulators of their life creativity; scientific knowledge about the structure and typological features of the value and regulatory-semantic spheres of students' personality is expanded; ideas about the regulatory potential of typological profiles of value-meaning self-regulation of students are deepened; terminal and instrumental values of students are characterized depending on their value and regulatory-semantic profiles; the peculiarities of life self-determination of students are revealed depending on their value and regulatory-semantic profiles; the role of determinants of life self-determination in the formation of psychological well-being is determined; a development program aimed at promoting students' life self-determination is developed and tested, the effectiveness of which has been proven and which can be used in the activities of the psychological service of higher education institutions. The results of the dissertation research are implemented in the educational process of higher education institutions of Ukraine; area – psychology.