Abstract: the results of an empirical study of the manipulative behavior of humanitarian students – psychologists and philologists are given. It was revealed that the average severity of manipulative attitudes in behavior and the average level of Machiavellianism prevail in the examined students, while differences in the average group values of Machiavellianism and the manipulative communicative attitude of philological students and psychologists are not statistically significant. An alarming fact is the identification of high values of Machiavellianism among some psychology students, which can subsequently lead to negative consequences in their professional activities and, most likely, will negatively affect their potential clients. The most common methods of manipulative influence of students on teachers, according to students themselves, are cheating, false explanations of unpreparedness for occupation and the image of a false interest in the subject. Teachers, like students, also point out the dominant manipulation on the part of the students as false explanations for not being ready for classes, and also indicate that students often try to arouse the teacher’s pity for the purpose of obtaining any benefit. The greatest discrepancy in the presentation of teachers and students has such manipulative techniques as a promise to improve in the next semester and a conversation on a topic of interest to the teacher. These techniques are often used by students and are not tracked as manipulations by teachers. The practical significance of the study lies in the possibility of using the data obtained in constructing programs for the development of constructive interpersonal interaction between students and teachers, based on greater trust, understanding of each other, and dialogue.
Keywords: manipulation, student, teacher, method, machiavellianism, psychologist, philologist