This study describes the results of a research that was aimed at studying the dynamics of changes in positive mental states during the educational activities of students at a higher educational institution, their relationship with mental structures and the effectiveness of self-regulation of states. The relationships between mental structures (reflexive, semantic, self-system) and positive mental states were studied and subsequently analyzed during the course of the lesson (the beginning of the lesson, the middle, where the peak of students’ activity is observed, and the end of the lesson). The aim of the study was to analyze the relationship between the structures of consciousness and the effectiveness of self-regulation of positive states in the dynamics of students’ educational activities. The study of the characteristics of mental states and the effectiveness of their self-regulation was carried out during the students’ performance of a group assignment at a seminar. Separately, outside of educational activities, we diagnosed the severity of mental structures. In our work, we used both well-known questionnaires for diagnosing mental structures and mental states, and specially developed methods for studying the effectiveness of self-regulation and the severity of positive states. As a result, we found that by the middle of the lesson, there is an increase in the activity of experiencing positive states, and by the end, there is a decrease in its intensity. We found that positive states in the classroom are interconnected with the expression of mental structures and a high level of self-regulation efficiency. We found that the effectiveness of self-regulation of states at the beginning of the lesson is associated with semantic structures, in the middle – with value-semantic structures and the self-system, and at the end of the lesson reflexive structures acquire special importance. The results obtained can be used to update and maintain positive states during educational activities and they are novel.
Author : Alexander Prokhorov
Features of Self-regulated Learning of Male and Female Students
he effectiveness of activity depends on the ability to achieve the set goals, to realize personal
potential, and to maintain a high level of motivation. The research relevance is determined by the
differential psychological features of self-regulated learning, in particular the gender characteristics
of this process. The paper aims to identify the gender characteristics of self-regulated learning
among the students of mathematical specialties. We have put forward a hypothesis that male and
female students differ in the degree of self-regulating behavior.
Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the
research. The different questionnaires were used to obtain the data.
The findings revealed that the female students with a high level of self-regulation demonstrate the
abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning
and modeling. The young men with a high level of self-regulation demonstrate such abilities as
evaluation of results, modeling, and planning. The participants differed significantly on the scale
of self-esteem motivation. The girls scored higher than boys. The students of both genders had
average scores for the indicators of individual components of self-attitude, as well as the “behavior”
indicator. The reliability of differences in the diagnosed indicators was not detected.
It is shown that the core components of self-regulated learning for girls include: planning, modeling,
a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility,
a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The
obtained results will help to differentiate the training of male and female students majoring in
mathematics, taking into account the components of self-regulated learning.