One of the most important topics studied in cognitive psychology is cognitive activity associated with the acquisition, organization and use of knowledge. The question of qualitative and quantitative features of the relationship between reflection and cognitive states remains open. Nevertheless, there is no doubt that for more successful assimilation of new information, an individual, regardless of one's age, must experience certain mental cognitive states in the process of cognition. In particular, attention is drawn to the states of interest, reflection, passion for the object of cognition. This is one of the cognitive states that perform preliminary motivational function. Reflexivity has an impact on various characteristics of the subject (behavior, activity, personality). Reflection allows to realize, evaluate, compare actual state with the desired one, to predict the state in different situations of life, to rebuild the ways of action, etc. that is, the regulation of mental states, their alignment in the desired direction is provided by reflection. Reflection interacting with mental states creates a new quality-awareness and experience of states. It allows students to predict the results obtained, adjust their cognitive activity. As the level of reflection increases, the intensity of mental states increases in persons with high levels of courage and determination, while the intensity of "timid" states decreases as the level of reflection increases. The productivity and success of the development of educational material by students, self-management of their behavior and activities, as well as their own state largely depend on the inclusion of reflection in the educational process. The aim of our research is to identify the specifics of the relationships between the level of reflection and the intensity of cognitive states, determining the intensity of cognitive states depending on the level of reflection. Students of Kazan Federal University (Volga region) were used as the subjects of the research. Students retrospectively evaluated the cognitive states of interest, reflection, enthusiasm. Three methods were used to measure reflexive processes: the technique for diagnosing reflexivity (A. V. Karpov, V. V. Ponomareva), M. Grant's technique and the original technique for diagnosing reflexive processes which reveals the features of recognition, awareness and identification (A. O. Prokhorov, A. V. Chernov). The research data analysis revealed that different characteristics of reflection form significant connections with characteristics of cognitive states. Retrospective reflection seriously determines behavioral reactions in the process of cognition. Reflection of the actual activities, consideration of future activities, identification of the experiences contribute to cognitive characteristics such as emotions, physiological and behavioral responses.
The article presents the results of studying mental states characteristics, regulatory properties and methods of self-regulation of students with different level of self-regulation effectiveness during the semester exam. The effectiveness of self-regulation was assessed by the help of the author's research questionnaire and compared with the mark received on the exam. Diagnostic tools were supplemented by author's questionnaires for diagnosing the severity of mental states, regulatory properties and methods of students' self-regulation. The study involved 162 humanitarian and natural sciences students, grouped into samples with low and high effectiveness of mental states self-regulation during the exam. The study established the relationship between the effectiveness of self-regulation and the productivity of passing an exam. It was revealed that students with high effectiveness of self-regulation experience positive mental states (activity, thoughtfulness), while students with low effectiveness are dominated by negative ones (excitement, doubt). It is shown that the effectiveness of students’ mental states self-regulation is manifested not only in the modality (sign) of the experienced state, but also in a greater intensity of the substructures of mental states. It is established that there are regulatory properties that contribute to the highest effectiveness of mental states self-regulation (assertiveness, organization). It is found that the high effectiveness of students' self-regulation is combined with the use of active and rational methods of mental states self-regulation during the exam.
The relevance of the problem being investigated is related to the importance of understanding the processes of mental states regulation in order to improve the quality and effectiveness of human's life. Considering the key role of the individual's self-system in the regulation of mental life, it determined the purpose of this study: to research the selfsystem and the nature of the relationship between its components and features of the mental states experience, as well as its connections with individual methods and styles of self-regulation. The leading research methods were testing, content analysis of self-reporting texts, followed by analysis of statistical connections and differences. The article presents conclusions about the level structure of the self-system; the peculiarities of the relationship of its components with the global attitude to the world are presented. The research results confirm the involvement of the self-system in actualization of reflexive processes, the formation of behavioral patterns occurring in the process of mental states regulation. Practical application of the obtained data may consist in creating, on the basis of the results of the study, tools of psychological counseling and correction of students' conditions.
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