The typological features of the internal concept of time (ICT) and its relationship with main factors of subjective control (general internality, internality of achievements and of failure) are considered. It is shown that ICT changes at different stages of educational activity, that is related with the prevailing level of subjective control. It is suggested that the observed downward trend in internal locus of control and dominance of unproductive the second ICT type is associated with the experience of the “third year crisis" – a crisis of professional formation of students.

The typological features of the internal concept of time (ICT) and its relationship with main factors of subjective control (general internality, internality of achievements and of failure) are considered. It is shown that ICT changes at different stages of educational activity, that is related with the prevailing level of subjective control. It is suggested that the observed downward trend in internal locus of control and dominance of unproductive the second ICT type is associated with the experience of the “third year crisis" – a crisis of professional formation of students.