Modern educational systems are aimed at not only knowledge acquisition, but also at intellectual development of young people, including the ability of self-regulation of cognitive activity. That is why the knowledge of students about cognitive states, strengthening the availability of subjective experience, promoting maximum productiveness of cognitive processes gain great significance. The ability to control these states influences directly on the development of cognitive abilities of students and the success of their study in whole. The purpose of this article is to study the structure and functions of typical cognitive states, emerging in the course of students' educational activity. By means of the procedure of factor analysis, there were revealed four independent factors, underlying the structure of cognitive states. It was shown that the factor of metacognitive regulation of cognitive activity acts as a leading one in the structure of states. In comply with the peculiarities of structural organization, there were distinguished the regulating, activating and directing functions of cognitive states.
The study of the human mental state as a mental phenomenon supposes a study of different parts of representations in the state of consciousness. The emergence and consolidation of mental representations of states associated with the processing of internal sensations and impressions that in comparison with the content of an earlier experience form the mental structures associated with the current state. The aim of research is the study of the dynamics of mental states' representations of students in the experimental exposure. The experiment involved 30 people aged 18-19 years. Investigation of the stability-variability of mental representations was carried out as follows. First recorded baseline characteristics of mental states' representations: associative, evaluative and imaginative. Then students described the current state. Associative characteristics of mental representations before and after the relaxation session differ in sectoral and generative characteristics. Found the impact of the mobilizing effects on the imaginative characteristics of mental states representations: there is an increase of sensitivity to external influences, clarity, awareness of perception, memory improvement. Revealed leading regulatory function of meditation. After the meditation the intensity of evaluative characteristics of mental representations of states close to the average values. The significance of the results obtained is that there is a leading regulatory function of meditative techniques in changing of mental states.
The article is devoted to the patterns of self-reflection's influence upon the mental states graded according to various criteria: modality, duration, sign, and level of arousal. It has been fixed that the influence of self-reflection upon the mental states was mediated by the cognitive and controlling components of self-reflection, and also connected both to the academic activity types (a lecture, seminar, exam) and students' field of study.
IntroductionStudied the psychological mechanisms of mental states’ self-regulation of students in the course of the educational activities: at lectures, seminars and exams.ObjectivesThe main aims of the study were: 1. To identify the typical methods and techniques of mental states’ self-regulation and regulatory abilities in everyday and stressful conditions of educational activity; 2. To establish the relationships between the quality of subject training, regulatory abilities and states of students; 3. To study the influence of mental structures (semantic, reflective) on self-regulation and regulatory abilities of students.MethodsTo solve these problems used a bank of 23 techniques, including 303 indicators. 260 1-st year students took part in the research (aged 18-20).ResultsAs a result of the research, identified the states typical for lectures, seminars, exams. Comparison of mental states characteristics of humanities students and students of natural sciences did not reveal any differences. Among the mental states of highly effective students, particular importance have the cognitive mental states: interest, thoughtfulness and concentration. Found that the effectiveness of students’ mental states self-regulation affects the productivity of passing the semester exam. The most commonly used methods are introspection (withdrawal), self-control, the use of logic, a positive attitude and search activity. This pattern is typical for both mathematics and psychology students.ConclusionsFound that students with high self-regulation efficiency more often use a wide range of regulatory technics. Established the properties of personality, providing high efficiency of self-regulation, these are: adequacy, awareness, independence and assertiveness. This work was supported by the RFBR grant № 19-29-07072.DisclosureNo significant relationships.
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