Abstract
The article examines the psychological mechanisms of students’ personal transformation through the development of reflection in the coaching process. The aim of the study is to empirically identify the dynamics of changes in students’ readiness for self-development and the level of personal creativity during learning based on coaching elements. Research methods included a pedagogical experiment involving first-year students of the 6B03101 – Psychology educational programme at K.Zhubanov Aktobe Regional University. Experimental and control groups were formed, and initial and final diagnostics were conducted. Empirical data were collected using E.E. Tunik’s methodology for assessing personal creativity and V.I. Andreev’s methodology for determining the level of readiness for self-development. The results demonstrated positive dynamics in the indicators of personal creativity and readiness for self-development in the experimental group, while no significant changes were identified in the control group. The systematic integration of reflection into the coaching process was found to contribute to increased cognitive activity, the development of creative thinking, and stronger intrinsic motivation for self-development among students. Classes based on coaching elements create favourable conditions for the development of reflective thinking, conscious analysis of personal experience, and the formation of individual development strategies. The findings support the consideration of reflection as one of the key psychological mechanisms of personal transformation and substantiate the effectiveness of implementing coaching-based reflective learning technologies in higher education.