Cognitive States in Educational Activity of Students: Structural-Functional Aspect

Abstract

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 Structure, Variables and Interdependence of the Factors of Mental States of Expectations in Students’ Academic and Professional Activities

“…Obtaining the expected result is directly dependent on the type of a mental state of expectations. The obtained results have much in common with the empirical research on the regulatory role of mental states in the structure of motivational and cognitive resources of personality (Silvia et al, 2009;Prokhorov et al, 2015a).…”

“…Methodological aspects in the research on cognitive mental states (Prokhorov et al, 2015a) were taken into consideration. The characteristic of the fulfillment of an actual task was obtained with the use of content-analysis.…”

“…Mental states of expectations affect the functioning of mental processes, and when frequently repeated they acquire stability and become a personality trait (Popovych, 2017). Mental states are determined by a person's needs, aspirations, abilities and resources, supporting his/her development in particular conditions of the environment (Prokhorov et al, 2015a).…”

“…Theoretical analysis of the scientific literature (Tyshkovsky, 1998;Marcora et al, 2009;Popovych, 2014Popovych, , 2017Prokhorov et al, 2015aProkhorov et al, , 2015b showed that the place and role of mental states of expectations in the process of students' academic and professional activities have not been thoroughly examined. The authors assume that the structure, variables and interdependence of the factors of mental states of expectations are important components of students' academic and professional activities.…”

Development of Classification Thinking in Future Teachers: Technologies of Reflective Discussion

“…The content of tasks is not connected with a specific subject and can be implemented on a variety of materials: the terminology of mathematics and other natural and human sciences, technology, as well as the materials of everyday life. (Prokhorov, Chernov & Yusupov, 2015;, in understanding metaphors and proverbs by children at primary school (Artemyeva, 2013), links with epistemological beliefs (Bedel, 2012;Belet & Guven, 2011) and conceptual comprehension (Hennessey, 2003). It can be recognised that reflection is manifest in a situation in which the person either has to justify and prove an already discovered solution or has to choose an alternative solution (Flavell, 1979).…”