In this article, the educational process plays a leading role in the formation of self-esteem. Determination of the qualitative specifics of pedagogical influence, taking into account the level of self-esteem development of the student in order to create essential conditions for the development of a high level of self-esteem. It was noted that future teachers-psychologists constantly compare the self-esteem of senior and junior courses - features, situations of the individual himself. Self-analysis and self-report make self-assessment conditionally independent and stable from other random influences. One of the ways of self–assessment is a social comparison, comparing the opinions of others about themselves. As a result of theoretical and experimental study of the problem, the following conclusions and recommendations can be made. The analysis of scientific and psychological literature on an urgent problem contributes to the identification of scientific achievements of psychology. The characteristics of the self-esteem of upper and lower year students indicate a high degree of its characteristic features, methodological and psychological capabilities. Features of self-assessment of future teachers-psychologists of senior and junior courses are implemented through specific activities in the educational process.

The following suggestions follow from the results of the study: taking into account the results of the research work performed in school practice in order to improve educational work based on the materials of the research results, systematic consideration of the possibilities of self–assessment of the individual in the areas of training and education, improving the activities of self-assessment opportunities, using all the possibilities of various psychological forms of work.