Introduction. A graduate of a pedagogical University must have all the basic theoretical and practical skills, see the problem in pedagogical phenomena, understand the child, be ready to put himself in the position of a student, have the ability to pedagogical reflection and critical evaluation of various planned and spontaneously arising pedagogical situations. The purpose of the article is to describe the influence of intrapersonal conflict on the achievement of the planned results of the development of the basic educational program of future teachers.

Materials and methods. The main methods of the study are the analysis of scientific literature on the problem of intrapersonal conflict arising in the process of self-assessment of the achievements of the planned results and the use of the modified technology of evaluation of the bipolarization of the Fidler.

Results. Based on the method of evaluation of bipolarization and a modified version of interpersonal diagnostics, the article presents the results of empirical research to determine the self-assessment of the future teacher and the impact of intrapersonal conflict on the achievement of the planned results of the development of the basic educational program of bachelors and masters.

Discussion. It is emphasized that a significant discrepancy between the self-assessments of the real "I" and the ideal "I" indicates the presence of a pronounced intrapersonal conflict between how the Respondent perceives himself and what he needs (or wants) to be.

Conclusion. It is concluded that the intrapersonal conflict has a negative impact on the achievements of undergraduate and graduate students  of the planned results  of the development  of the basic edu-

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