Self-Regulation as a Basic Element of the Professional Culture of Engineers

Abstract

This paper addresses the problem of the formation of the self-regulation of educational activities of students studying in a technical university. The purpose of this paper is to discuss the problem of the self-regulation of educational activities of students, presenting data from an experimental study of students’ self-regulation. Special attention is paid to the distinction between the terms self-control and self-regulation. This paper presents data on the state of self-regulation among students studying technical specialties. The research methodology is based on the theoretical analysis of the results of scientific works, which present the main provisions on the formation of students’ self-regulation. The research methods include questioning and a methodical experiment. The stages of the formation of students’ self-regulation are highlighted, and the main directions of teachers’ work on the formation of students’ self-regulation are determined. The structure of self-regulation is described and the condition for its formation is justified using the technology of self-regulation formation. Based on the study, students’ self-regulation is linked to the awareness of their professional and personal goals, as well as to the level of regulatory and reflective qualities. Personal and professional self-improvement in the process of vocational education depends on the level of the formation of regulatory and reflexive qualities.

Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills

“…Many researchers highlighted this affective domain for development of character education programs (Yeager et al, 2014;Anam et al, 2019). For example, selfregulation skills differ among gifted students (Tortop, 2015), self-improvement depends on regulation (Odinokaya et al, 2019), become an independent learner (Sholeh, 2019), SRL skills impact learning interest (Kizilcec et al, 2017), and the application of various teaching methodologies in SRL (Siddiqui & Malik, 2019), improve reasoning for students (Roslan et al, 2014), develop better understanding (Suardi & Hamid, 2013), emphasis on skills (Greene et al, 2015), strategic activities play an important role in learning (Isohätälä et al, 2017), helping them to think critically (Ratminingsih et al, 2017), improve metacognition and cognitive abilities (Pantiwati, 2017), shifting from the task understanding stage to monitoring activities (Järvelä et al, 2016). From that point on, character education training programs have formed attributes to develop graduates.…”

Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher

“…In the virtual classroom-based learning process, selfregulation becomes very important, because it is a factor that controls student performance but other facts were obtained from the results of the statistical analysis above, it can be concluded that prior knowledge has a significant impact on students' self-regulated learning in virtual classroom learning. Students of modern schooling face mental and eager self-regulation difficulties (Odinokaya et al, 2019).…”

Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment

“…A special virtual laboratory was created for the course of International Business that is taught in English. Students work at the laboratory during the first stage of integrated learning [76][77][78][79][80]. The laboratory contains video materials, case studies and exercises for the initial training and lecture preparation.…”