CHARACTERISTICS OF SOLVING COMPLEX LIFE SITUATIONS BY THE ADOLESCENTS IN CONNECTION WITH THEIR ABILITY FOR SELF-REGULATION

Abstract

This article highlights the results of a study into the characteristics of adolescents solving difficult life situations in connection with their ability to self-regulation. It has been investigated that adolescents with higher self-regulation ability tend to apply additional efforts to solve difficult life situations and to achieve the desired goal in spite of obstacles. Adolescents with a lower self-regulation ability often resort to avoiding complex life situations and switching to other activities. Links are established between the general level of self-regulation of adolescents, their separate regulatory processes and qualities, and the ways in which they solve complex life situations. Thus, additional efforts are made to solve difficult life situations by adolescents with a higher overall level of self-regulation. They also show better planning ability, planning and programming of different activities, and evaluation of their effectiveness. Adolescents whose ability to plan their activity is better formed are less likely to blame themselves for their issues and problems. They also seldom direct the aggression which arises due to the experience of a difficult situation toward themselves. Adolescents with higher levels of regulatory autonomy rarely avoid solving their problems and display less aggressive words and actions when interacting with other people or objects in their environment. Less aggression in relationships with others and when solving difficult life situations tends to be shown by adolescents with a higher level of regulatory flexibility. When external and internal conditions of activity change, they can easily adjust their plans and the self-regulation system in general. Also, the high ability of adolescents to adequately reflect the external and internal conditions of their activities helps to reduce their tendency to adapt to difficult life situations through narcotics or switching to perform more simple activities for them, where they guaranteed success. Adolescents take these conditions into account (ie, the formed ability to model activities) when planning their actions.