Features of the manifestation of self-determination and behavioral control among first and third-year students

The subject of this study is the features of self-determination and its relationship with behavior control among first-year and third-year students. The authors discuss the theoretical foundations of self-determination within the framework of Deci and Ryan's theory, including basic psychological needs (autonomy, competence, relatedness). Special attention is given to the comparative analysis of self-determination and behavioral control indicators among students of different years. The authors explore how these indicators change during the learning process and identify statistically significant differences between groups. It is shown that first-year students demonstrate a higher level of autonomy and willpower control, while third-year students exhibit increased anxiety when making mistakes. A particular emphasis is placed on the identified correlations between autonomy and emotional control, as well as between anxiety and sense of belonging. These results are significant for understanding the psychological mechanisms of students' adaptation to the educational process. The study sample consisted of 41 students aged 17 to 21 years. Psychological methods: Basic Psychological Needs Satisfaction Scale (M. Gagne), Behavior Control Questionnaire (E.A. Sergienko et al.), and Motivation Orientation Scale for Making Mistakes (K. Schell). Statistical methods: Mann-Whitney U test and Spearman's correlation analysis. The novelty of the research lies in the comprehensive study of the relationship between the level of self-determination, behavior control, and attitudes towards mistakes among first-year and third-year students. Differences in the manifestation of autonomy, competence, and relatedness between first-year and third-year students were identified for the first time, as well as their correlations with emotional and willpower control. The main conclusions of the study are: first-year students have higher indicators of autonomy and willpower control than third-year students, which may be related to adaptation to the educational environment; the level of self-determination correlates with emotional control and motivation when making mistakes but does not depend on students' age; an inverse relationship was found between autonomy and anxiety about mistakes, highlighting the importance of developing self-determination to reduce stress. The results of the study can be used to develop strategies for supporting students in the learning process.