The Role of Self-Regulation in the Formation of Conflict Culture in Adolescents

In the modern world, the actualization of the problem of developing conscious self-regulation, one of the personal resources, active volitional and cognitive control of the subject over his emotional sphere, affects and behavior in a conflict, is becoming significant. Conflictological culture is a complex formation, the highest level of a person’s preparedness for a conflict situation and methods of action within it in order to prevent the escalation of the conflict. The purpose of the study is to identify the relationship between self-regulation of the individual and conflictological culture in adolescence. A set of psychological methods was used in the empirical study: Self-regulation style of behavior by V.I. Morosanova; Methodology for studying self-government by Yu. Kul and A. Furman (adapted by O.V. Mitina and E.I. Rasskazova); Methodology for studying the conflictological culture of personality by O.I. Shcherbakova. The empirical sample consisted of 70 subjects aged 14-15 years, students of Lyceum No. 13 in Krasnoobsk, Novosibirsk Region. The results of the study showed that there is a relationship between self-regulation and conflictological culture in adolescence, and the higher the severity of self-regulation indicators, the more pronounced is the level of conflictological culture and its individual components. The core of the relationship between conflictological culture and selfregulation are the parameters of self-sensitivity, flexibility, action programming, and stress level. Experiencing stress reduces the possibility of using conflictological culture in communication, while sensitive perception and the ability to manage one’s feelings, behavior, and activities have the opposite tendency. The theoretical significance of the study consists in obtaining new data on the development of self-regulation and conflictological culture during adolescence, and in their relationship with each other, which makes it possible to propose ways of forming these psychological phenomena. The practical significance of the work consists in the potential for using the results in the educational work of a teacher-psychologist, when creating programs and work plans for the formation of a favorable school climate.