scholarly journals FEATURES OF MENTAL STATES SELF-REGULATION OF STUDENTS WITH DIFFERENT LEVEL OF REGULATORY ABILITIES

2020 ◽  
Vol 30 (2) ◽  
pp. 132-142
Author(s):  
A.O. Prokhorov ◽  
A.V. Chernov ◽  
M.G. Yusupov
Keyword(s):  
Self Regulation ◽  
Mental States ◽  
Natural Sciences ◽  
Diagnostic Tools ◽  
High Effectiveness ◽  
The Relationship ◽  
Regulatory Properties

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 Implicit Mind

2018 ◽  
Author(s):  
Michael Brownstein
Keyword(s):  
Recent Literature ◽  
Self Regulation ◽  
Cognitive Structure ◽  
Mental States ◽  
Bernard Williams ◽  
Empirical Psychology ◽  
The Third ◽  
Ability To Act ◽  
The Relationship

Heroes are often admired for their ability to act without having “one thought too many,” as Bernard Williams put it. Likewise, the unhesitating decisions of masterful athletes and artists are part of their fascination. Examples like these make clear that spontaneity can represent an ideal. However, recent literature in empirical psychology has shown how vulnerable our spontaneous inclinations can be to bias, shortsightedness, and irrationality. How can we make sense of these different roles that spontaneity plays in our lives? The central contention of this book is that understanding these two faces of spontaneity—its virtues and vices—requires understanding the “implicit mind.” In turn, understanding the implicit mind requires considering three sets of questions. The first set focuses on the architecture of the implicit mind itself. What kinds of mental states make up the implicit mind? Are both “virtue” and “vice” cases of spontaneity products of one and the same mental system? What kind of cognitive structure do these states have, if so? The second set of questions focuses on the relationship between the implicit mind and the self. How should we relate to our spontaneous inclinations and dispositions? Are they “ours,” in the sense that they reflect on our character or identity? Are we responsible for them? The third set focuses on the ethics of spontaneity. What can research on self-regulation teach us about how to improve the ethics of our implicit mind? How can we enjoy the virtues of spontaneity without succumbing to its vices?

EXPLORE OF CORRELATION OF COGNITIVE AND EMOTIONAL COMPONENTS IN PSYCHOLOGY

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
N.U. Begaliyeva ◽  
◽  
A.K. Nurkhozhayeva ◽  
Keyword(s):  
Cognitive Processes ◽  
Emotional State ◽  
Self Regulation ◽  
Mental States ◽  
Quality Characteristics ◽  
Scientific Article ◽  
Relationship Model ◽  
The Subject ◽  
The One ◽  
The Relationship

Like cognitive processes, mental states are subject to neurophysiological justification according to the length, quality characteristics, validity and self-regulation of functions it is distinguished by its ability. In addition, many researchers believe that mental development the dynamic interaction of these aspects of the psyche at all stages and he noted the unity that exists in the interaction. The close connection of cognitive processes and emotional state is determined by the one-sidedness of the subject, which is expressed in the selectivity of attention and emotional the brightness of cognitive processes. Methodological foundations of the study relationship between mental state and cognitive processes can serve as a theoretical the relationship model. This scientific article is considered to study the relevant issues cognitive and emotional components in psychology. For today’s day, specific works in these areas are not available. However, for analyzing scientific works of various representatives of psychology, we are systematize these are areas.

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.

Features of self-regulation of students’ mental states: operational aspect

2020 ◽  
Author(s):  
M. G. Yusupov ◽  
Keyword(s):  
Cognitive Processes ◽  
Self Regulation ◽  
Cognitive Styles ◽  
Mental States ◽  
Psychosomatic Disorders ◽  
Current State ◽  
Communication Differences ◽  
High Level ◽  
The Relationship ◽  
Operational Aspect

The instability of modern social conditions, informational and emotional richness of learning contribute to the emergence of negative states of fear, uncertainty, aggression, and provokes psychosomatic disorders of students. In order to satisfy the requirements of society, it is necessary to have a high level of development of the ability to control oneself, allowing self-regulation of the mental state within certain social frameworks. In everyday life, students use sets of techniques developed in individual experience that allow them to cope with negative conditions, enter the educational rhythm or relieve stress. Therefore, it is relevant to study spontaneously developing methods and techniques for self-regulation of states that help prevent the negative dynamics of the current state and provide an acceptable level of adaptation. In this regard, the article aims at studying ordinary ways of self-regulation of negative states of students and their relationship with the productivity of cognitive processes and individual cognitive styles. According to the results of the study, we found that typical negative states of students are fatigue, laziness, frustration. The most frequent methods of their regulation are communication, music, walking, sleeping. The relationship between the productive, stylistic characteristics of cognitive processes and the choice of self-regulation methods is shown. Thus, respondents with a high level of imagination and heuristic cognitive style choose a method of communication. Differences in the methods of self-regulation and experienced states in boys and girls were revealed. The results can be of interest to teachers and practical psychologists in education.

scholarly journals The Relationship Between School Engagement and Conscious Self-regulation of Learning Activity: The Current State of the Problem and Research Perspectives in Russia and Abroad

2020 ◽  
Vol 17 (3) ◽  
pp. 390-411
Author(s):  
Tatiana G. Fomina ◽  
Anna M. Potanina ◽  
Varvara I. Morosanova
Keyword(s):  
School Engagement ◽  
Academic Motivation ◽  
Self Regulation ◽  
Learning Activity ◽  
Diagnostic Tools ◽  
Psychological Phenomena ◽  
Working Definition ◽  
Research Perspectives ◽  
Current State ◽  
The Relationship

The article presents a theoretical and methodological analysis of the problem of school engagement, the research of which is highly relevant nowadays in foreign educational psychology. School engagement is a reliable marker of efficient learning organisation and also an important academic result, the pursuit of which indicates the efficiency of the school educational environment. The purpose of the article was to analyse the current state of the problem of school engagement and the specifics of the relationship between school engagement and self-regulation of learning activity in Russian and foreign psychology. The authors formulated a working definition of engagement, according to which school engagement is understood as a stable, directed, active participation of students both in learning activities and in school life in general, including observable and unobservable interactions with the academic social environment; assessed various models of school engagement used for research and practice; substantiated the efficiency of the approach, according to which school engagement is viewed as a multidimensional construct, including behavioural, emotional and cognitive components; examined the differences between school engagement and academic motivation; and analysed the specific features of the main components of school engagement and their relationship with self-processes, in particular, with self-regulation. It was also noted that, in Russian psychology, issues related to the study of school engagement and the specifics of its relationship with various psychological phenomena have not yet received widespread consideration. In conclusion, the authors outlined the perspectives for verifying foreign models of school engagement and diagnostic tools on Russian samples as well as studying conscious self-regulation of learning activity as a resource for student engagement in different learning periods.

The role and relationship of mindreading and social attunement in HRI – position statements of interdisciplinary researchers. Workshop HRI'20

2020 ◽  
Author(s):  
Agnieszka Wykowska ◽  
Jairo Pérez-Osorio ◽  
Stefan Kopp
Keyword(s):  
Mental States ◽  
Human Robot Interaction ◽  
Human Interaction ◽  
Artificial Agents ◽  
The Novel ◽  
Robot Interaction ◽  
Novel Coronavirus ◽  
Relationship Of ◽  
The Relationship

This booklet is a collection of the position statements accepted for the HRI’20 conference workshop “Social Cognition for HRI: Exploring the relationship between mindreading and social attunement in human-robot interaction” (Wykowska, Perez-Osorio & Kopp, 2020). Unfortunately, due to the rapid unfolding of the novel coronavirus at the beginning of the present year, the conference and consequently our workshop, were canceled. On the light of these events, we decided to put together the positions statements accepted for the workshop. The contributions collected in these pages highlight the role of attribution of mental states to artificial agents in human-robot interaction, and precisely the quality and presence of social attunement mechanisms that are known to make human interaction smooth, efficient, and robust. These papers also accentuate the importance of the multidisciplinary approach to advance the understanding of the factors and the consequences of social interactions with artificial agents.

Considering Others’ Mental States Causally Increases Feelings of Social Bonding and Information Sharing

2019 ◽  
Author(s):  
Elisa Baek ◽  
Diana Tamir ◽  
Emily B. Falk
Keyword(s):  
Social Behavior ◽  
Information Sharing ◽  
Mental States ◽  
Social Bonding ◽  
Health News ◽  
Brain Behavior ◽  
The Relationship ◽  
Share Information ◽  
Shed Light ◽  
Mentalizing System

Information sharing is a ubiquitous social behavior. What causes people to share? Mentalizing, or considering the mental states of other people, has been theorized to play a central role in information sharing, with higher activity in the brain’s mentalizing system associated with increased likelihood to share information. In line with this theory, we present novel evidence that mentalizing causally increases information sharing. In three pre-registered studies (n = 400, 840, and 3500 participants), participants who were instructed to consider the mental states of potential information receivers indicated higher likelihood to share health news compared to a control condition where they were asked to reflect on the content of the article. Certain kinds of mentalizing were particularly effective; in particular, considering receivers’ emotional and positive mental states, led to the greatest increase in likelihood to share. The relationship between mentalizing and sharing was mediated by feelings of closeness with potential receivers. Mentalizing increased feelings of connectedness to potential receivers, and in turn, increased likelihood of information sharing. Considering receivers’ emotional, positive, and inward-focused mental states was most effective at driving participants to feel closer with potential receivers and increase sharing. Data provide evidence for a causal relationship between mentalizing and information sharing and provide insight about the mechanism linking mentalizing and sharing. Taken together, these results advance theories of information sharing and shed light on previously observed brain-behavior relationships.

Evaluación Cognitiva Montreal y consumo de alcohol: Un diagnóstico descriptivo del deterioro cognitivo en estudiantes universitarios de Durango, México

2019 ◽  
pp. 28-38
Author(s):  
Karla Liliana Pérez-Sosa ◽  
Edgar Felipe Lares-Bayona
Keyword(s):  
Cognitive Impairment ◽  
Alcohol Consumption ◽  
Cognitive Functions ◽  
Toxic Substance ◽  
Female Gender ◽  
Diagnostic Tools ◽  
Cross Sectional ◽  
Probabilistic Study ◽  
The Central Nervous System ◽  
The Relationship

Alcohol is a toxic substance associated with acute and chronic disorders affecting the Central Nervous System and significantly altering brain function. Objective: To determine the relationship between cognitive impairment and alcohol consumption in university students of the Juárez University of the State of Durango. Methodology: It is a cross-sectional, descriptive, comparative, non-probabilistic study, for convenience. A database was designed on the results obtained in a clinical interview on alcohol consumption and the application of the Montreal Cognitive Assessment (MoCA) test. Contribution: The evaluation of cognitive functions show similar results, the male sex presented a better score in Attention and the female one in Orientation. More involvement was identified in the Deferred Memory functions in both groups. In relation to alcohol consumption, the cognitive functions evaluated show lower levels. The female gender was more evident cognitive impairment in relation to alcohol consumption being statistically significant (p <0.025). Alcohol consumption is a risky behavior that deserves to be recognized by the main actors about neurocognitive effects. Alcohol consumption prevention programs and cognitive diagnostic tools are appropriate strategies to reduce risk behaviors in mental health.

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