On the problem of metacognitive regulators of the university student viability

The article is devoted to the analysis of the phenomenon of vitality and its metacognitive regulators, in particular, cognitive styles. The vitality is considered as a multi-causal phenomenon that integrates various cognitive, emotional and personal aspects. The analysis made it possible to identify and describe the components and factors of viability using various methodological approaches: systemic, system-network, inte grative, structural ones. The study compares the concepts of «vitality and «hardiness». The base of the empirical study are the model of viability by E. A. Rylskaya, model of hardiness by S. Maddy, and typology of cognitive styles by A. Harrison -R. Bramson. The author identifies the most and least pronounced cognitive styles, as well as their relationship with the parameters of vitality and hardiness based on research on a student sample. So, the most pronounced styles are «analyst» and «realist» styles, and the least pronounced – «synthesizer» style. Correlations of the «idealist» and «pragmatist» styles with the parameters of vitality and hardiness are grouped into opposite pleiads. The study reveals that the ability to plan, predict, reflexive analysis, acting as its metacognitive regulators, play the greatest role in the vitality forming. At the same time, a pronounced pragmatic orientation in thinking leads to the vitality decrease.