COMPONENTS OF STUDENTS’ SELF-SYSTEM AND EXPERIENCE OF COGNITIVE STATES DURING EXAMINATIONS

Exploring the issue of various individual psychological parameters self-regulation in the context of secondary and higher education is undoubtedly relevant. The role of the self-system in the process of setting and stabilization of person’s psychological comfort remains undeniable as well. One of the psychological and pedagogical problems of verifying students' knowledge in the current educational process, and especially during the examination tests, is the high stress caused by information and psychological overload. In particular, examination stress affects the student’s cognitive activity, and this in turn can have a significant impact on the test result. This article describes the study of influence of self-esteem of psychological characteristics directly related to the perception, understanding, remembering of new information in the context of the educational process and factors of self-attitude, as the structures of person’s self-system, on students' memories of cognitive and affective states experience during the examination tests. The research methods were testing and questioning followed by analysis of statistical connections and differences. The results of the research indicate the existence of certain general psychological mechanisms of influence of the self-system’s structures on cognitive and affective states regulation of students in situation of examinations. In practical terms, the data obtained can be useful for the development of psychological and pedagogical technologies for working with secondary and high school students in order to improve the quality of examination answers, taking into account the context of situations and individual psychological characteristics of students.