PSYCHOLOGICAL ASPECTS OF DTVTLOPING THE ABILITY TO SELF-REGULATE, SELF-ORGANIZE AND SELF-MANAGE IN THE FUTURE PERFORMING MUSICIAN

Abstract

The article presents a psychological and pedagogical analysis of the formation of self-regulation, self-organization, and self-management as key components of the professional development of future musician-performers. The psychological mechanisms of developing these qualities are identified, and the factors and conditions contributing to the formation of a subjective position among students of art institutions of higher education are examined. The purpose of the study was to investigate and clarify the psychological foundations of developing the ability for internal regulation and self-management among future musicians in the process of professional training. The research methodology is based on systemic, personality-activity, competence-based, and cultural approaches, as well as the theoretical provisions of contemporary scholars who interpret musical performance as a complex psychophysiological process. The scientific novelty lies In clarifying the structure of self-regulation ability in the professional activity of a musicianperformer. Through the analysis of concepts of the complex and contradictory process of self-regulation in the psychological and pedagogical dimension, individual components of this phenomenon are distinguished and considered in the context of musical performance, since self-regulation is an integrative, dynamic process aimed at optimizing activity. Conclusions. Self-regulation, as a psychological and pedagogical phenomenon, constitutes one of the key integrative qualities of the individual, upon the level of which the effectiveness of professional activity directly depends. The ability to self-regulate emerges as a leading psychological condition for the effective professional self-realization of a musician-performer. It integrates the development of reflective thinking, the formation of motivational independence, the achievement of emotional stability, and the cultivation of volitional self-control. Through this complex combination, self-regulation ensures internal coherence of mental processes, optimizes creative activity, and facilitates overcoming difficulties associated with intensive educational and performance processes and stage practice. In this context, it serves as a fundamental prerequisite for attaining a high level of professional mastery and creative self-realization.