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The article provides a theoretical overview of research reflecting correlation between intellectual factors, motivational and personality variables with high school students' academic performance. This empirical research analyzes subjective volitional control, self-regulation, achievement motivation, locus of control, intellectual abilities and temperamental characteristics which are considered important factors for predicting high school students' academic performance in the context of professional education. The study indicates the difference between indicators of standardized self assessment techniques developed for students and the outcome of teachers' evaluation of students' self-regulation during learning process. The research results suggest that a high level of subjective volitional control of high school students is an essential factor for professional education, while self-regulation is the most crucial facet when teaching less successful students. Students' academic performance in careeroriented classes is largely affected by their perseverance and intellectual abilities.Keywords: Subjective Volitional Regulation; Self-Control; Career-Oriented Education. Research area: psychology.© Siberian Federal University. All rights reserved * Corresponding author E-mail address: dementiy@univer.omsk.suThe primary goal of contemporary system of education is to provide students with necessary competencies. The earlier students acquire and develop these competencies, the more likely they will succeed in professional training Results and DiscussionComparative analysis results. At the first stage of data processing, we determined the level of subjective volitional control and self-control among high school students using standardized questionnaires (see Table 1).The data shows that high school students who took career-oriented classes and general classes demonstrate a high level of subjective volitional control and a moderate level of self-control.The comparison of the expert survey data with the results of students' self-assessment of self-control indicators allowed us to distinguish two sub-groups of students with correlated and uncorrelated judgments.Thirtynine percent of the students scored high on self-control, perseverance, while they scored low on aggressiveness, impulsiveness, and disciplinary offences, which coincided with the instructors' assessment. Ten percent of the respondents scored a high on impulsiveness and disciplinary offences, which corresponded with the instructors' evaluation. On other self-control parameters, students' judgments significantly departed from instructors' assessments.Accordingly, 51 % of high school students' provided assessments of self-control which consistently deviated from the instructors' assessments. Based on these results, students were grouped into the following categories:group 1, students with correlated high score on self-control; group 2, students with a correlated low score on self-control; group 3, students Table 2).The correlation between the results of sta...

The article raises a problem of strengthening personal resources when facing difficult life situations at the stage of self-realization. The latter refers to the period of personality develop-ment from the age of 20 to 55. At this stage, the adaptation potential, the level of self-actualization; and proactive coping behavior are highlighted as personality resources. Proac-tive coping behavior is considered to be an important factor in the personality’s self-efficacy, while the other two constructs are its predictors. Proactive coping is revealed as a set of strate-gies that launches preparatory work to prevent stress exposure, the purposeful development of which is an independent copying resource. Presumably, at the stage of self-realization, a person seeks self-actualization, the maxi-mum manifestation of his abilities, based on existing experience in opposing adverse envi-ronmental influences. The study involved 155 people aged from 21 to 55. The main method of data collection is psychological testing, implemented via the following methodological com-plex: Self-actualization test (E. Shostrom, adapted by Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika, M.V. Kroz); Losses and acquisitions of personal resources (N. Vodopyanova, M. Stein); Proactive coping behavior (L. Aspinwall, R. Schwarzer and S. Taubert, adapted by E. Starchenkova). Statistical data processing method is the regression analysis. The results of the regression analysis proved the influence of self-actualization and adaptive potential on the proactive coping behavior of an individual at the stage of self-realization. The choice of each strategy is determined by predictors (from 2 to 6). The greatest contribution belongs to the indicators of self-actualization scales (9 out of 14). Value orientations, spontaneity, synergy, cognitive needs and creativity stayed outside the influence on proactive coping. The connec-tions between the proactive coping strategies and the components of self-actualization are contradictory and ambiguous (most of them - 14 out of 22 - have the opposite character). The explanation is largely determined by the traits of the collectivist culture, the values of which are shared by adult members of the society. Adaptation potential was revealed to have a con-nection only in relation to the strategy of preventive coping. Self-esteem, sociability and the ability to find the optimal balance in the system of “internal-external support” should be attributed to the key predictors of proactive coping at the stage of self-realization.

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