Abstract:
In this article the relation of the cognitive style of «tolerance-intolerance to an unrealistic experience», motivation and self-regulation of cognitive activity of first-year students is considered. Relevance of research is proved. The understanding of motivation and self-control of educational cognitive activity, and also cognitive
style in foreign and domestic psychology is presented. The general characteristic of the studied cognitive style is given. The role of cognitive style in educational cognitive activity of students is shown.
The ratio of various levels of motivation, self-control and indicators of tolerance-intolerance of students to unreal experience is revealed.
