This study examines the features of the value sphere of students enrolled in the educational program “National Security” in relation with the levels of their self-regulation. Portrait Values Questionnaire (PVQ) (Schwartz S.H., Melech G., та ін, 2001а) has been used in this study as well as method of determining the style of self-regulation of behavior by V. Morosanova. 123 students of different courses majoring in national security were interviewed and the results were analyzed using quantitative and qualitative analysis. Three lines of analysis of the system of value orientations of students were identified: Conservation / Openness to change, Self-transcendence / Self-enhancement, social / individual. The following features of students’ value sphere are revealed according to the analyzed three dimensions: students with a high level of self-regulation prefer the values of Openness to change compared to Conservation, and in a group of students with a low level of self-regulation there is zero tension between these sectors, which indicates the non-differentiation, ambivalence of their value system; there is a slight difference in rank between the values of Self-transcendence and Self-enhancement in all studied groups; the predominant orientation of students on individual motivational goals in comparison with social (group) is stated. The results of correlation analysis (according to Pearson) showed a weak relation between self-regulation (according to the questionnaire by V. Morosanova) and value orientations.
Keywords: value orientations, self-regulation, self-regulated learning strategies