scholarly journals Metacognitive Competence as a Factor of Self-Regulation of Students' Educational Activity

2020 ◽  
pp. 13-16
Author(s):  
Olga Viktorovna Bodenova
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Educational Activity ◽  
Regulation System ◽  
State University ◽  
Test Analysis ◽  
Second Year ◽  
High Level ◽  
The Relationship ◽  
Regulatory Properties

The article is devoted to the problem of metacognitive competence formation and self-regulation. The aim of the work is to identify the features of self-regulation of educational activity in metacognitively competent students. The concepts of “metacognitive competence”, “metacognitive knowledge”, “metacognitive regulation”, and “self-regulation” are clarified in the article. Methods of research. The study was conducted at the Institute of Pedagogy and Psychology of FSBEI of HE “Petrozavodsk State University” with freshmen and second year students, studying in the program 44.03.02 “Psychological and pedagogical education”. Methods of studying metacognitive competence and self-regulation were used to test the hypothesis; the data obtained were processed according to the F-test. Analysis of the results of the research showed that metacognitive competent students have a high level of development of the self-regulation system and regulatory properties of personality. The author outlines that among the stylistic features of self-regulation of metacognitive competent students are high level of independence and flexibility, the predominance of orientation to achieve success, activity in setting goals, etc. It is concluded that the results obtained can be used to determine the directions for further study of the relationship between metaprocesses and self-regulation, and the development of programs for the development of self-regulation of students' educational activities.

scholarly journals The correlation of sociopsychological characteristics and self-stigmatization of patients with mental disorders (Result of original study)

2019 ◽  
pp. 46-54
Author(s):  
N. B. Lutova ◽  
O. V. Makarevich ◽  
K. E. Novikova
Keyword(s):  
Mental Disorders ◽  
Affective Disorders ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Original Study ◽  
The Self ◽  
Regulation System ◽  
System Functioning ◽  
The Relationship ◽  
Self System

The investigation studies the relationship between narcissistic self-regulation with the features and expression of self-stigmatization in patients with endogenous mental disorders. The study involved 131 people, including patients with schizophrenia — 66.8% and individuals with affective disorders — 33.2%. The survey was conducted by using the following methods: «Index of Self-system functioning» and questionnaire of self-stigmatization by Mikhailova-Yastrebov. Data on correlation of strength personality reducing with selfstigmatization, the specifics of Self-regulation structure in various inner stigma forms, and the absence of IFSS significant differences in patient’s groups with different nosological forms of mental disorders, disease’s duration and number of hospitalizations — were obtained. The specific personal characteristics underlying premorbid changes in the Self-regulation system that determine the vulnerability of patients to the formation of stigma are discussed.

scholarly journals Hubungan Antara Regulasi Diri dengan Prokrastinasi Akademik pada Mahasiswa Korps Sukarela Palang Merah Indonesia (KSR PMI) di Universitas Negeri Padang

PSYCHE 165 ◽  
2019 ◽  
pp. 155-164
Author(s):  
Lidia Nisva ◽  
Ria Okfrima
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
The Self ◽  
Red Cross ◽  
Academic Procrastination ◽  
State University ◽  
Research Subjects ◽  
A Value ◽  
The Relationship ◽  
Effective Contribution

This research was carried out to PMI KSR students in Padang State. This study aims to see whether there is a relationship between Self Regulation and Academic Procrastination at Students of the Voluntary Corps of the Indonesian Red Cross (KSR PMI) at Padang State University. The population in this study was the 2014 PMI KSR students who were still active in the organization. The research subjects used Purposif sampling technique. Sampling technique with certain considerations. Measuring instrument used is the self-regulation skla researchers collated based on the theory proposed in 2014 and Procrastination Purnawasari the researchers collated based on the theory proposed by Gufron 2010. Data analysis methods were used to test the hypothesis in this research is by using correlation product moment(person)which shows that r = -0,378 with a value of p = 0.016, meaning that there is a significant relationship between the relationship between self-regulation and the 2014 KSR PMI student procrastination at Padang State University. Means the research hypothesis is accepted. The effective contribution of the self-regulation variable with the 2014 PMR KSR student academic procrastination in Padang is 14%.

System of Legal Self-regulation in Light of its Application in Various Sphere of Public Relations

2020 ◽  
Author(s):  
A.S. Petric ◽  
Keyword(s):  
Public Relations ◽  
Self Regulation ◽  
National Level ◽  
Legal Regulation ◽  
Regulation System ◽  
Legal Rules ◽  
Wide Range ◽  
High Level ◽  
The Relationship ◽  
Supranational Level

The purpose of this study is to identify areas of public life for which legal self-regulation is relevant as a social regulator and an expression of independent and initiative activity of subjects of modern legal relations, characterized by a high level of organization of their subjects and a wide range of opportunities for solving problems arising in the course of their activities. The article describes the types of relationships developing at the national level and addressed through the rules of legal regulation, as well as in the context of the study the author examines the peculiarities of self-regulation application at the supranational level and defines the scope of the regulation and its peculiarities at this level. In addition, the author considers the relationship between legal self-regulation and state legal rules when considering each of the areas of legal self-regulation application, the degree of their interdependence and the line between freedom and coercion of subjects of such legal relations. The author identifies a variety of areas of legal relations regulated by legal self-regulation rules, particularly of such rules as well as the complexity of the legal self-regulation system, formed on the grounds of its scope. The author concludes on the further expansion of these areas, as well as on supplementing them with normative legal regulation.

scholarly journals THE ROLE OF THE SELF-SYSTEM IN SELF-REGULATION OF MENTAL STATES IN THE COURSE OF THE STUDENTS’ EDUCATIONAL ACTIVITIES

2020 ◽  
Vol 117 (6) ◽  
pp. 79-87
Author(s):  
Aleksandr O. Prokhorov ◽  
◽  
Albert V. Chernov ◽  
Keyword(s):  
High Efficiency ◽  
Self Regulation ◽  
Mental States ◽  
The Self ◽  
Educational Activity ◽  
Internal Conflict ◽  
Activity Intensity ◽  
High Level ◽  
Self System

This article is devoted to the question of the Self-system role in the mental regulation of human states. It analyzes different approaches to the study of relationship between the structures of the Self-system and mental states of a person. The purpose of this work is to establish the relationship between the components of the Self-system and the level of effectiveness in self-regulation of students’ mental states. The research was carried out in three forms of educational activity, different in the tension level: at a lecture, a seminar and an exam. Here are shown the most typical mental states of students with different level of self-regulation efficiency in different forms of educational activity. It was revealed that students with a high level of self-regulation efficiency more intensively experience positive cognitive states, regardless of the educational activity intensity. It was found out that higher manifestations of positive components of selfattitude (self-confidence, self-worth) and lower indicators of internal conflict characterize students with high efficiency of mental states’ self-regulation and self-blame. It was revealed that students with a high level of self-regulation efficiency have a significantly higher level of expression of the self-system components. Were established the leading substructures of mental states and the self-system in each of the forms of students' educational activity. It was found out that in everyday forms of educational activity, the behavior indicator is of the greatest importance, and in a tense examination situation – somatic reactions and cognitive processes. It was shown that as the tension of the situation grows from lecture to exam, the role of the components of self-attitude in the regulation of both individual substructures and mental states of students’ increases.

scholarly journals Investigation of the relationship between children's prosocial behaviour and self-regulation skills

2020 ◽  
Vol 15 (5) ◽  
pp. 877-886
Author(s):  
İsa Kaya
Keyword(s):  
Prosocial Behavior ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
The Self ◽  
Demographic Information ◽  
Gender And Age ◽  
The Social ◽  
Significant Difference ◽  
Behavior Scale ◽  
The Relationship

This study aimed to investigate the relationship between children's prosocial behavior and self-regulation skills. To collect the data of the study, demographic information form developed by the researcher was used for the demographic information of children, the prosocial behavior sub-dimension of the social behavior scale was used for the prosocial behavior, and the self-regulation skills scale was used for the self-regulation skills of the children. The collected data were analyzed by independent sample t-test, Pearson’s product moment correlation analysis and simple linear regression analysis in a computer package software. As a result of the research, while the self-regulation and prosocial behaviors of children differed according to gender and age of children, the situation of the children whether they have siblings and duration of the pre-school education did not make any significant difference. According to these results, girls' self-regulation and prosocial behavior scores were higher than that of boys and 6 years of age children’s scores were higher than that of 5 years of age children. While there was a moderate positive significant relationship between self-regulation skills and prosocial behavior, it was concluded that the prosocial behavior of children predicted self-regulation skills at the level of 11%.   Keywords: Prosocial behavior, self-regulation skills, early childhood, preschool

scholarly journals SELF-REGULATION AND FEAR OF MISSING OUT (FOMO) ON COLLEGE STUDENTS INSTAGRAM USERS

2021 ◽  
Vol 3 (2) ◽  
pp. 61-64
Author(s):  
Su warti ◽  
Hana Ayu Amalia
Keyword(s):  
College Students ◽  
Self Regulation ◽  
Test Validity ◽  
The Self ◽  
Reliability Test ◽  
Correlation Technique ◽  
Validity Test ◽  
Fear Of Missing Out ◽  
Correlation Result ◽  
The Relationship

This study aims to test the relationship between self-regulation and Fear of Missing Out (FoMO). This research was conducted on 100 college students of Universitas Muhammadiyah Purwokerto, Indonesia, from representatives of 11 faculties. The data collection method used the FoMO scale and the self-regulation scale. The reliability test used Cronbach’s alpha, and the validity test used the product-moment correlation technique. Validity Test uses product-moment correlation technique, while Reliability Test uses alpha Cronbach. Test validity with N = 40 and table = 0.312 (p=0.05). FoMO scale of 40 items. There were 31 valid items and nine deciduous items moving from 0.334 to 0.715 with a reliability of 0.916. At the same time, the scale of self-regulation is as much as 50 items. There were 38 valid items and 12 deciduous items moving from 0.316 to 0.704 with reliability of 0.925. Based on the results of the study obtained Fcount = 0.739 with Ftable=1.69 (F count < Ftable) and r count = -0.595 with p = 0.000 (p < 0.05) so based on the results of the analysis that there is a significant relationship between FoMO and self-regulation in students Instagram users at Universitas Muhammadiyah Purwokerto, Indonesia. The correlation result indicates a negative value, meaning the higher the self-regulation, the lower the FoMO, or the lower the self-regulation, the higher the FoMO. Then obtained the value of coefficient self-regulation variable determination against FoMO of 35.4%

Perspectives for Self-Regulation of Audit Activity in Russia

Auditor ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 29-36
Author(s):  
Наталья Кондрашова ◽  
Natalia Kondrashova
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Regulation System ◽  
Supervisory Process ◽  
Audit Activity ◽  
Regulatory Organization ◽  
Further Development

Th e article examines the problems of the functioning of self-regulation of audit activity in Russia, identifi ed on the basis of analysis of the results of the activity of Self-Regulatory Organization of Auditors. Th e conclusion is made that the further development of the self-regulation system with considering the accumulated experience in the direction of optimizing the supervisory process, expanding the fi nancial base, improving the methodological assistance to auditors and their interaction, is timely.

scholarly journals The Relationship Between Self-Confidence and Performance of Gymnastic Elements // Povezanost samopouzdanja i uspješnosti izvođenja gimnastičkih elemenata

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Petar Mrđa ◽  
Saša Jovanović ◽  
Sanja Srdić ◽  
Adrijana Ljubojević
Keyword(s):  
The Self ◽  
Self Concept ◽  
Measurement Instruments ◽  
Self Confidence ◽  
Back Handspring ◽  
And Performance ◽  
The One ◽  
High Level ◽  
The Relationship ◽  
Confidence Scale

The aim of this research was to establish a relation between self-confidence and self-concept, on the one hand, and the performance of the apparatus elements and the floor routine, on the other. The research included 29 subjects, aged 20 to 27, with the average age of the subjects being 21 years old (M= 21.16, SD= 1.54). The following measurement instruments were used: RSES (Rosenberg Self-Esteem Scale) and SC-6, as well as the evaluation of the performance of the floor exercises (side-to-side and front-to-back cartwheel, roundoff, front and back handspring, forward and backward flip) and a vault (squat through on the vault and straddle vault with pre-flight, front handspring on vault, roundoff vault) and with the apparatus: the high bar (uprise on bars with legs together, kip, front mill circle, back circle, underswing dismount) and the parallel bars (swing, forward roll, back roll, shoulder stand, front toss dismount, back toss dismount) by a three-member committee. The results showed that Rosenberg’s confidence scale produced statistically significant correlations with all the remaining subscales of moderate or high intensity, and the highest one with the scale of the self-concept (rs= .73), while the lowest one with the scale related to the performance of gymnastic elements on the apparatus (rs = .45) (Cohen, 1988 according to Cumming, 2012). In contrast to this scale, the scale of the self-concept is in statistically significant correlation with the gymnastic elements (rs = .61) on the floor and the vault, while the statistically significant correlation of this scale is missing with the gymnastic elements on the apparatus. It can be concluded that a high level of confidence in one’s own abilities through the entire training period enabled a better access to learning, repetition and, finally, the demonstration of the selected gymnastics elements, while the level of general satisfaction was not a decisive factor in the process.

scholarly journals Análisis del impacto de un curso sobre autoconocimiento personal como medio de mejora profesional docente

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Morelia Valencia Medina ◽  
Gabriel Carmona Orantes
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Personal Development ◽  
Qualitative Methodology ◽  
Ad Hoc ◽  
The Self ◽  
Educational Activity ◽  
Post Test ◽  
Self Knowledge ◽  
The Relationship

Este estudio presenta los resultados de un curso acerca de las relaciones e implicación entre el desarrollo personal, la profesión docente, la educación y el autoconocimiento mediante prácticas de autobservación. Se centra en el análisis de una actividad educativa consistente en la observación sostenida desde la atención hacia la interioridad personal de los propios participantes, todos profesionales docentes. Se constata que dicha acción proporciona una nueva mirada o comprensión del “sí mismo” y de la relación educadora con el alumnado. Así mismo, se muestra como se alcanzan las finalidades del curso, consistentes en producir reflexión entre los participantes sobre la Educación y su finalidad, así como, poner en valor la necesidad del trabajo interior sobre de la emocionalidad propia de los/as educadores/as y de como su autoconocimiento produce indirectamente mejoras educativas en el alumnado. El estudio se ha realizado sobre una población de 37 participantes. Se ha usado una metodología cualitativa de carácter inductivo a partir de un instrumento, cuestionario, construido “ad hoc” y aplicado según modelo pretest-post test. Para el análisis de datos se utilizó el programa ATLAS.ti.  del que se desprenden resultados significativos centrados en el efecto de desarrollo personal que constatan los educadores y educadoras mediante la práctica de la auto observación y como esta predispone a una consideración en cuanto objetivo educacional, el desarrollo de prácticas de autoconocimiento del mundo emocional de su alumnado. Finalmente, se presentan los resultados más relevantes sobre conocimiento del “Si mismo” que mayor impacto han tenido en el desarrollo del sujeto profesional docente. Personal development is a sensitive matter for those who practice a profession interacting with people. Teaching allows, perhaps more than any other field, to be aware of the relationship between one's performance and its effects on students. Therefore, the interest in knowing its different factors and aspects is sustained over the years.This study proposes to learn about the perception of primary andsecondary education teachers about the relationship between self-knowledge, through self-observation practices, with personal development and, in turn, the incidence of the latter in professional improvement.The study is based on the content analysis of the thoughts manifested by the participants of a training-educational activity. This activity consisted of sustained observation from attention to personal interiority from all teaching professionals. The population of the study consists of 37 participants. An inductive qualitative methodology is used with an instrument, questionnaire, constructed “ad hoc” and it’s applied according to the pretest-posttest model.The data analysis was performed using the ATLAS Ti program. After the analysis, the following significant results emerged:71% of the teachers expressed interest in strengthening self-observation as a way of self-knowledge and as a goal for personal development and improvement of professional practice.It is found this action provides a new understanding of the "self" and the educational relationship teachers have with students.

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