The authors conduct a comparative analysis of the concepts «psychological readiness for
management» and «self-control of behavior», considering them as necessary and interrelated
components in the structure of the potential competitiveness of senior pupils. An empirical research
using the test-questionnaire of psychological readiness for management in a modification of M.N.
Sharafutdinova (PRM-S) and the questionnaire “Style of self-control of behavior” of V.I. Morosanova
conducted on a sample of senior pupils (n = 315). Numerous statistically significant connection of
components of psychological readiness for management and styles of self-control were revealed.
All indicators of psychological readiness for management are connected with the general level
of self-control of senior pupils. Statistically significant correlation were discovered between the
general level of self-control and such components of psychological readiness for management as
“achievement orientation”, “analytical thinking”, “initiative”, and “conception thinking”. The results
show that such values-based orientations of a senior pupils as his striving for work’s high results, a
versatile analysis of his actions, a tendency to use all the existing possibilities of the current situation
to achieve a goal, as well as many other values in the field of management, organically connected
with the ability of senior pupils for self-control of behavior.
Keyword(s) : diagnostics
A comprehensive approach to the diagnostics of students’ moral education
The tasks of moral education – students’ requirements and the ethical qualities necessary for graduates
of pedagogical universities – require the development of diagnostic measures that include
criteria for ethical education, as well as pedagogical methods for measuring the moral and ethical
qualities of subjects. The change in the choice of criteria for the diagnosis of morality is influenced
by the multidimensionality of global social processes, the complexity and significance of the spiritual
and moral foundations and factors affecting the upbringing of young people. This is enriched by
the properties of the individual psychological, social, emotional, value-orientated plan. The article
discusses the steps needed to identify and implement the stages of development and implementation
of the required diagnostics. It analyses the points of view available in pedagogical science taking
into consideration their generalization, systematization, and the selection of the most valid criteria
for the moral education of students. Subsequently it considers the development of criteria for moral
education of students, including moral and social components; approbation and correction of diag-
nostics in the direction of specific, individualized criteria for measuring specific qualities. The results
demonstrate the effectiveness of improved technology.