scholarly journals SELF-REGULATION OF PERSONALITY AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

2020 ◽  
Vol 2020 (4) ◽  
pp. 53-59
Author(s):  
Olena Denis
Keyword(s):  
Self Regulation ◽  
State Regulation ◽  
Self Control ◽  
Scientific Concepts ◽  
Education Development ◽  
Individual Organism ◽  
Self Organized ◽  
Current State ◽  
Regulation Of Activity ◽  
The Individual

The article reveals the essence of the concept of «self-regulation» and «self-regulation of personality». The current state of the problem self-regulation of personality is considered in the following positions: functions or properties of self-organized systems; complex multilevel systemic education; development of conscious self-regulation in activity and also this concept was studied in the aspect - "personality-activity". The current state of the problem of self-regulation of personality has been considered on the basis of existing scientific approaches such as subject-activity approach through understanding of conscious self-regulation of activity as a system-organized process of internal mental activity of man for initiation, construction, support and management of various types and forms of arbitrary activity that directly implements the achievement of goals that are accepted by man; structural-functional approach through self-regulation of arbitrary activity, which is characterized as the ability of the subject and as a process. Scientific concepts are of considerable interest for our study that have developed within the framework of: systemactivity concept of self-regulation of the state, in which self-regulation is characterized as an activity and as a state; the concept of individual style of self-regulation of arbitrary human activity; concepts that develop a view of selfregulation as a hierarchically organized system, which involves processes of different levels of individuality. A theoretical analysis of the problem of formation of the concept of «self-regulation of personality» in the scientific literature of various fields of knowledge has been done. A retrospective of scientific research on personality selfregulation is revealed: from understanding it as the most important explanatory principle in the system approach based on theories of functional systems as abilities and properties of the individual organism, to studying this category as a process and independent activity in functional state regulation. The basic conceptual positions, directions of researches and formation of the basic scientific concepts are considered. The basic conceptual positions and directions of researches in which the basic concepts from a researched problem are formulated are considered. Mechanisms of personality self-regulation such as self-esteem, level of one's own aspirations, self-control, reflection, self-stimulation are revealed.

Issues in the Conceptualization and Assessment of Hot Executive Functions in Childhood

2014 ◽  
Vol 20 (2) ◽  
pp. 152-156 ◽  
Author(s):  
Marilyn Welsh ◽  
Eric Peterson
Keyword(s):  
Executive Function ◽  
Individual Differences ◽  
Construct Validity ◽  
Executive Functions ◽  
Effortful Control ◽  
Self Regulation ◽  
Self Control ◽  
Current State ◽  
Research Questions ◽  
The Individual

AbstractOur review examines the current state of the research on hot executive function (EF), as contrasted with cool EF, with regard to the evidence for construct validity. Current theoretical discussions have examined the conceptual overlap among constructs such as hot EF, effortful control, self-control, and self-regulation. We explore this emerging literature with a focus on research questions, tasks, and methods. Finally, we consider the unresolved questions facing the study of hot EF, most notably the difficulty in determining the relative “heat” of a given task based on task content, testing context, and the individual differences among the participants. (JINS, 2014, 20, 1–5)

Inhibition tasks are not associated with self-regulation outcomes in healthy college students

2019 ◽  
Author(s):  
Curtis David Von Gunten ◽  
Bruce D Bartholow ◽  
Jorge S. Martins
Keyword(s):  
Latent Variable ◽  
Convergent Validity ◽  
Self Regulation ◽  
Poor Performance ◽  
Self Control ◽  
Self Report ◽  
Life Outcomes ◽  
Variable Level ◽  
Cast Doubt ◽  
The Individual

Executive functioning (EF) is defined as a set of top-down processes used in reasoning, forming goals, planning, concentrating, and inhibition. It is widely believed that these processes are critical to self-regulation and, therefore, that performance on behavioral task measures of EF should be associated with individual differences in everyday life outcomes. The purpose of the present study was to test this core assumption, focusing on the EF facet of inhibition. A sample of 463 undergraduates completed five laboratory inhibition tasks, along with three self-report measures of self-control and 28 self-report measures of life outcomes. Results showed that although most of the life outcome measures were associated with self-reported self-control, none of the life outcomes were associated with inhibition task performance at the latent-variable level, and few associations were found at the individual task level. These findings challenge the criterion validity of lab-based inhibition tasks. More generally, when considered alongside the known lack of convergent validity between inhibition tasks and self-report measures of self-control, the findings cast doubt on the task’s construct validity as measures of self-control processes. Potential methodological and theoretical reasons for the poor performance of laboratory-based inhibition tasks are discussed.

scholarly journals COMPARATIVE ANALYSIS OF FOREIGN AND DOMESTIC EXPERIENCE OF OUT-OF-SCHOOL EDUCATION DEVELOPMENT

2021 ◽  
Vol 1 (194) ◽  
pp. 134-139
Author(s):  
Larysa Kostenko ◽  
Keyword(s):  
Western Europe ◽  
State Regulation ◽  
School Education ◽  
European Countries ◽  
Children And Youth ◽  
Education Development ◽  
National Education ◽  
Work Related ◽  
The Individual ◽  
Out Of School

In the article, on the backgroung of historical and pedagogical analysis, the author made an attempt to compare foreign and domestic experience in the development of out-of-school education. Much has been done by educators and the European society to unite young people and prepare them for life in the European community. This is confirmed by the fact that in October 1991 a pan-European union of institutions and organizations of leisure for children and youth (EAICY) was established, of which Ukraine became an associate member. The author draws attention to the development of out-of- school education in the Central European countries belonging to EAICY: Bulgaria, Poland, Slovakia, the Czech Republic, which have common features, as each of them belonged to the so-called socialist camp. Among the countries of Western Europe EAICY includes: Belgium, Germany, Spain, the Netherlands, Portugal, France, Denmark. Among Eastern European countries, EAICY includes Latvia, Lithuania, Moldova, Ukraine, Estonia and Kazakhstan. The history of appearence and development of the system of out-of-school education and upbringing in these countries has not only national but also common roots, as each of these countries in the past was part of the USSR. Thus, there are common trends in the development of out-of-school education in European countries and Ukraine: focusing on the needs of the individual in socialization, life skills, gaining new knowledge, acquiring practical skills according to one’s interests, meeting the needs of the individual in creative self-realization, organization of meaningful leisure; state regulation of the organization of leisure time for children and youth in education is carried out in those countries where out-of-school education is a component of national education systems, has a clearly defined structure and activities; systems of purposeful organization of free time of children and youth, despite the peculiarities of directions, methods of activity, variety of forms and structure, have much in common in the content of work, related to the purpose and social educational problems. Domestic experience in the development of out-of-school education has retained its uniqueness in world practice.

scholarly journals Autonomous flipping of azobenzene assemblies under light irradiation (II)

2020 ◽  
Author(s):  
Yoshiyuki Kageyama ◽  
Tomonori Ikegami ◽  
Shinnosuke Satonaga ◽  
Kazuma Obara ◽  
Hiroyasu Sato ◽  
...  
Keyword(s):  
Molecular Level ◽  
Self Regulation ◽  
Polarized Light ◽  
Crystal Structure Analysis ◽  
Self Control ◽  
Mechanical Motion ◽  
Static State ◽  
Self Organized ◽  
Stimulus Responsive ◽  
Single Crystal Structure Analysis

<p>To create autonomous microrobots which move in the presence of a constant energy source, their mechanical motion must have a capacity for self-control. This is realized when a structural change occurs with conversion of energy facilitated by cofactors, with a self-regulation component to prevent reaching a static state. Here, we present a single crystal structure analysis of azobenene derivatives which reveals a mille-feuille-like layered structure of sparse and dense layers of six independent azobenzene moieties. In this anisotropic structure, a specific azobenzene molecule acts as a reaction center for a light-to-mechanical function process. The other molecules in the crystal act as modulators. Moreover, depending on the photoisomerisation process activated by a polarized light source, different cyclic motions are observed. We clarify the mechanism by which the self-organized mechanical behavior of these azobenzene molecules is achieved at the molecular level. Thus, the present results demonstrate that autonomously driven molecular materials can exhibit information-responsive and self-sustainable motion by incorporating stimulus-responsive sensors. </p>

scholarly journals Autonomous flipping of azobenzene assemblies under light irradiation (II)

2020 ◽  
Author(s):  
Yoshiyuki Kageyama ◽  
Tomonori Ikegami ◽  
Shinnosuke Satonaga ◽  
Kazuma Obara ◽  
Hiroyasu Sato ◽  
...  
Keyword(s):  
Molecular Level ◽  
Self Regulation ◽  
Polarized Light ◽  
Crystal Structure Analysis ◽  
Self Control ◽  
Mechanical Motion ◽  
Static State ◽  
Self Organized ◽  
Stimulus Responsive ◽  
Single Crystal Structure Analysis

<p>To create autonomous microrobots which move in the presence of a constant energy source, their mechanical motion must have a capacity for self-control. This is realized when a structural change occurs with conversion of energy facilitated by cofactors, with a self-regulation component to prevent reaching a static state. Here, we present a single crystal structure analysis of azobenene derivatives which reveals a mille-feuille-like layered structure of sparse and dense layers of six independent azobenzene moieties. In this anisotropic structure, a specific azobenzene molecule acts as a reaction center for a light-to-mechanical function process. The other molecules in the crystal act as modulators. Moreover, depending on the photoisomerisation process activated by a polarized light source, different cyclic motions are observed. We clarify the mechanism by which the self-organized mechanical behavior of these azobenzene molecules is achieved at the molecular level. Thus, the present results demonstrate that autonomously driven molecular materials can exhibit information-responsive and self-sustainable motion by incorporating stimulus-responsive sensors. </p>

scholarly journals Personal features and malevolent creativity on the example of cadets and policemen

2018 ◽  
Vol 8 (3) ◽  
pp. 83-96 ◽  
Author(s):  
N.V. Meshkova ◽  
V.A. Shapoval ◽  
E.A. Gerasimenko ◽  
M. Potarykina ◽  
I.A. Meshkov
Keyword(s):  
Police Officers ◽  
Empirical Studies ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Self Control ◽  
Cognitive Component ◽  
Characteristics Analysis ◽  
Adolescents And Adults ◽  
And Gender ◽  
The Individual

We present and analyze the results of two empirical studies conducted in the framework of adaptation of "The malevolent creativity behavior scale" (Hao et al.) on samples of cadets-students grades 9-10 (N=89, 70-boys) and police officers (N=62, average age 26 years, men). The hypothesis that the implementation of original solutions in behavior harmful to other people is due to the interaction of aggression/its components and a set of personal characteristics was tested. The results showed: 1. a special contribution belongs to the cognitive component of aggression-hostility (Bass-Perry questionnaire), both in adolescents and adults; 2. there are age and gender features in predictors of anti-social creativity. It is shown by the example of cadets that Machiavellianism, low neuroticism, agreeableness (NEO-5 FFI) can be included in the complex of personal characteristics. Analysis of the results obtained in the sample of police officers with non-legal education showed that the combination of low hostility with high self-regulation and self-control of the individual ("self-directedness ",TCI-125) can become a resource of resistance to anti-socially directed behavior, in particular corruption.

Saviours and Barbarians at the Gate

2012 ◽  
pp. 339-348
Author(s):  
Arun Mahizhnan
Keyword(s):  
New Media ◽  
International Workshop ◽  
Self Regulation ◽  
State Regulation ◽  
Self Control ◽  
Magic Bullet ◽  
End User ◽  
Regulatory Policies ◽  
Keynote Speech ◽  
The Media

This chapter is based on the Keynote Speech at International Workshop on Regulatory Policies for New Media at Leipzig on 23-25 September 2009. It addresses the tensions between the inevitable need for some kind of regulation of the new media and the essentially uncontrollable nature of the architecture and the function of the media. State-regulation, self-regulation, and co-regulation have each its own strengths and weaknesses as a regime, and there is no magic bullet for keeping the new media under control. Ultimately, self-control of the end user seems more critical to the outcome than externally imposed control regimes.

Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile

2020 ◽  
Author(s):  
I. N. Valgasova ◽  
◽  
M. O. Zotova ◽  
Zh. R. Tegetaeva
Keyword(s):  
Nervous System ◽  
Professional Training ◽  
Self Regulation ◽  
Educational Practice ◽  
Personal Characteristics ◽  
Future Teachers ◽  
Professional Activities ◽  
Regulation Of Activity ◽  
The Individual ◽  
The Relationship

The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differentiated approach into educational practice, but for its implementation an in-depth study of the individual typological and behavioral characteristics of students in pedagogical training areas is necessary. Since the modern high demands on the personal qualities and professional activities of teachers on the part of students and their parents, colleagues and heads of educational institutions are serious external incentives in the teacher’s work on himself. It is obvious that the success of pedagogical activity, in many respects depends on the ability of the future teacher to regulate his professional activities and personal characteristics. The aim of the study was to identify the types of temperament in future teachers, the formation of self-regulation and the relationship between them. The results obtained allow us to more effectively implement a personality-oriented approach in accordance with the specifics of the educational and professional orientation of students. To solve the tasks and verify the consistency of the hypothesis, the study used a combination of informative, reliable, complementary research methods. The data obtained during testing were subjected to mathematical processing in the SPSS program, Pearson’s correlation analysis was used, which allowed us to identify the relationship between the type of nervous system and the level of self-regulation.

Features of Willed Self-Regulation of Students In the Conditions of Distance Learning

2021 ◽  
pp. 107-114
Author(s):  
Sergey Konstantinovich Bystrushkin ◽  
◽  
Seliverstova Seliverstova ◽  
Elena Vladimirovna Geniatulina ◽  
Veronika Gennadievna Khlystova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Information Technologies ◽  
Self Regulation ◽  
The Body ◽  
Self Control ◽  
Psychological Characteristics ◽  
Educational Activities ◽  
The Individual ◽  
Psychological Activity

Problem and purpose. The article actualizes the problem of the features of volitional self-regulation of girls studying in the specialties of secondary professional education in the context of distance learning. The purpose of the article is to study the psychological characteristics of volitional self-regulation in students in conditions of distance learning using information technologies. Methodology. Methods of empirical research of psychological characteristics of volitional self-regulation of personality, statistical and comparative methods of analysis were used in the work. The study of the problem of volitional self-regulation of the personality allows to solve the problems of correcting the psycho-functional structure of the personality on the basis of which students build an algorithm for the upcoming information, technical and educational activities. In the context of distance learning, volitional self-regulation becomes a decisive condition for the successful mastering of knowledge in solving educational problems and improving professional skills. The results of the study show that most of the students in the specialties of secondary professional education consciously relate to the distance learning mode, show persistence, active independent initiative in mastering the educational material. A low level of volitional self-regulation, self-control, psychological activity and reflection of students causes a decrease in working capacity, does not ensure the sustainability of interest in educational activities, interferes with the implementation of educational tasks, makes it difficult to independently control personal motives for learning, coordinate their actions in accordance with changing conditions. Conclusion. It was revealed that students in the process of adaptation to the conditions of distance learning, depending on the individual, psychophysiological characteristics of the body, use the possibilities of changing the level of volitional self-regulation and psychological activity, which allows them, first of all, to maintain the mental state of emotional comfort, reduce the level of psycho-emotional stress and respond adequately to new learning conditions.

Varieties of the Self From Self-Esteem to Self-Control

2020 ◽  
Author(s):  
Michael Pettit
Keyword(s):  
United States ◽  
Self Regulation ◽  
The United States ◽  
Self Esteem ◽  
Self Control ◽  
The Great Depression ◽  
Political Crises ◽  
Keynesian Model ◽  
Self Worth ◽  
The Individual

Various self-concepts constitute major keywords in both psychological science and liberal political discourse. They have been central to psychology’s public-facing, policy-oriented role in the United States, dating back to the mid-19th century. Psychologists’ articulations of self-concept include an understanding of the individual, society, and the interventions needed to augment them both. Psychologists’ early enthusiasm for self-esteem has given way to competing concepts of the individual, namely self-regulation and self-control. Self-esteem in a modern sense coalesced out of the deprivation of the Great Depression and the political crises it provoked. The fate of self-esteem became tied to the capacities of the liberal welfare state to improve the psychic capacities of its citizens, in order to render them both more equal under the law and more productive in their daily existence. Western democracies, especially the United States, hit peak self-esteem in early 1990s. Since then, psychologists lost faith in the capacity of giving away self-worth to improve society. Instead, psychologists in the 21st century preached a neo-Victorian gospel of self-reliance. At the very historical juncture when social mobility became more difficult, when inherited social inequality became more entrenched, psychologists abandoned their Keynesian model of human capital and embraced its neoliberal counterpart.

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