индивидуальные особенности осознанной саморегуляции, индивидуальный стиль, системно-функциональный подход, педагогическое взаимодействие, общительность, Education, Psychology, BF1-990

The study is devoted to investigation of conscious self-regulation role in pedagogical interaction. Specific connections of regulation processes with sociability components of school teachers are described. It was discovered that development of conscious self-regulation system facilitates communication difficulties negotiation in teacher-student interaction.