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.

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.

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?

scholarly journals PSYCHOLOGICAL FEATURES OF PEOPLE WITH BORDERLINE PERSONALITY DISORDERS

2018 ◽  
pp. 47-51
Author(s):  
V. Morozova
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Personal Characteristics ◽  
Mental States ◽  
Borderline Personality ◽  
Borderline Personality Disorders ◽  
Borderline Disorder ◽  
High Level ◽  
Psychological Features ◽  
The Relationship

The article presents the results of an empirical study of the psychological features of people with signs of borderline personality disorder. The study involved 40 people with signs of borderline personality disorder aged 14-56 years. According to the purpose of the study, the following tasks have been set: To investigate personality with borderline disorder; Identify and evaluate the neurotic states of a person with a borderline personality disorder; Conduct correlation analysis to investigate trends in the relationship between the indicator of the number of signs of borderline disorder and personal characteristics. The following research methods were used: 5PFQ Big Five technique (R. McCray, P. Costa), Clinical questionnaire for the detection and evaluation of neurotic conditions (KK Yakhin, DM Mendelevich) and Methods for diagnosing borderline personality disorder (TY Lasovskaya, CP Korolenko, SV Yaechnikov). The data obtained were subjected to a mathematical and statistical analysis procedure using the SPSS Statistic program. It is proved that emotional lability (instability of emotions), impulsiveness and self-harming behavior are important diagnostic criteria of a borderline personality disorder. High level of manifestation of signs of borderline personality disorder is accompanied by such mental states of disadaptation as neurotic depression, asthenia, tension and anxiety.

scholarly journals In-Session Reflective Functioning: Relationship With the Presence and Depth of Work on Conflict or Personality Functioning

2021 ◽  
Vol 12 ◽  
Author(s):  
Cecilia de la Cerda ◽  
Paula Dagnino
Keyword(s):  
Clinical Research ◽  
Reflective Functioning ◽  
Mental States ◽  
Psychodynamic Therapy ◽  
Personality Functioning ◽  
Change Mechanism ◽  
High Level ◽  
The Relationship

Mentalizing, conceived as the capacity to attribute intentional mental states as implicit or underlying behavior of an individual or others, has gained interest within psychodynamic clinical research due to its potential as a change mechanism. Variations and qualities of mentalization have been studied through reflective functioning (RF). But only few studies are analyzing it throughout the psychotherapeutic interaction, identifying its level for therapists and patients. In contrast, brief psychodynamic therapy has a long tradition for establishing a focus to be worked upon. Lately, a multischematic focus has arisen, considering both conflict and personality functioning focuses as key elements on successful psychotherapies. This study aimed to identify mentalizing manifestations of patients and therapists through change episodes of one successful brief psychodynamic therapy and establish the relationship between these mentalizing manifestations and the type and depth of the therapeutic focus being worked on (conflict or personality functioning). Only 37.5% of speaking turns were able to be coded with RF; 77% of these had moderate to high RF and 22% had low or failure RF. The patient had 91% of low or failure RF, while the therapist only had 9% of low or failure RF. As for moderate to high RF, patients had 39%, while therapists had 61%. The patient showed a similar number of low or failure RF interventions and moderate to high RF interventions in conflict episodes. Meanwhile, the therapist only performs moderate to high-level RF interventions. In episodes in which personality functioning is worked on, both patient and therapist show a greater presence of interventions of moderate to high levels of RF. Finally, mentalizing interactions and non-mentalizing interactions were found on segments with conflict, and only mentalizing interactions were found on personality functioning segments.

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.

scholarly journals The Relationship of the Components of the "I"-Image with the Mental States of Students in the Process of Studying over Time

2021 ◽  
Author(s):  
Marina Evgen'evna Valiullina ◽  
Irina Sergeevna Reshetnikova
Keyword(s):  
Correlation Analysis ◽  
University Students ◽  
Mental States ◽  
Frequency Of Occurrence ◽  
The Past ◽  
High Level ◽  
Relationship Of ◽  
The Relationship ◽  
Time Continuum ◽  
Over Time

The study is devoted to the study of the structure of the interconnections of the components of the "I" -image of students with the various mental states they experience in the context of studying at a university. Students determined the severity of the components of the "I" -image in three time continua - in the past (1st year), in the present (3rd year), in the future (4th year). They also determined the frequency of occurrence of mental states during the first two years of study using a special questionnaire. Then a correlation analysis was carried out, which made it possible to find relationships with a high level of reliability between the components of the "I" -image of students and some mental states experienced in two educational situations, which differ qualitatively depending on the time continuum. Based on the results obtained, conclusions were drawn about the presence of relationships, thanks to which it is possible to exert a certain influence on the experienced mental sta

Literature and Political Intellection in Early Stuart England

2019 ◽  
Author(s):  
Todd Butler
Keyword(s):  
Early Modern ◽  
Cognitive Processes ◽  
Political Action ◽  
Political Engagement ◽  
Mental States ◽  
John Donne ◽  
Francis Bacon ◽  
Political Position ◽  
Stuart England ◽  
The Relationship

Drawing upon myriad literary and political texts, this book charts how some of the Stuart period’s major challenges to governance—the equivocation of recusant Catholics, the parsing of one’s civil and religious obligations, the composition and distribution of subversive texts, and the increasing assertiveness of Parliament—evoked much greater disputes about the mental processes by which monarchs and subjects imagined, understood, and effected political action. Rather than emphasizing particular forms of political thought such as republicanism or absolutism, the book investigates the more foundational question of political intellection, or the ways in which early modern individuals thought through the often uncertain political and religious environment they occupied, and how attention to such thinking in oneself or others could itself constitute a political position. Focusing on this immanence of cognitive processes in the literature of the Stuart era, the book examines how writers such as Francis Bacon, John Donne, John Milton, and other less familiar figures of the seventeenth century evidence a shared concern with the interrelationship between mental and political behavior. These analyses are combined with close readings of religious and political affairs that return our attention to how early Stuart writers understood the relationship between mental states and the forms of political engagement such as speech, debate, and letter-writing that expressed them. What results is a revised framework for early modern political subjectivity, one in which claims to liberty and sovereignty are tied not simply to what one can do but how—or even if—one can freely think.

Attentional Control and Performance Across Increasing Degrees of Unreliable Automation

2020 ◽  
Vol 64 (1) ◽  
pp. 1238-1241
Keyword(s):  
Task Performance ◽  
Cognitive Processes ◽  
Attentional Control ◽  
Positive Correlation ◽  
Out Of The Loop ◽  
And Performance ◽  
High Level ◽  
The Relationship ◽  
And Task

Automation is becoming increasingly pervasive across various technological domains. As this trend continues, work must be done to understand how humans interact with these automated systems. However, individual differences can influence performance during these interactions, particularly as automation becomes more complex, potentially leaving operators out-of-the-loop. Much of the current research investigates the role of working memory and performance across low and high levels of unreliable automation. There is little work investigating the connection between other high-level cognitive processes such as attentional control and performance. Foroughi et al. (2019) found a positive correlation between attentional control and task performance. However, they only included a low-level form of automation. The purpose of this study was to investigate the relationship between attentional control and performance using increasing degrees of unreliable automation. Our results demonstrated a positive correlation between attentional control and performance using high-level unreliable automation.

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 Relationship Between Test Anxiety and Achievement in Accounting Students with Different Cognitive Styles: The Mediating Roles of Self-Regulation

2016 ◽  
Vol 4 (2) ◽  
pp. 14 ◽  
Author(s):  
Pi-Yueh Cheng ◽  
Wan-Ru Liao
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Self Regulation ◽  
Cognitive Styles ◽  
Accounting Education ◽  
Self Regulated Learning ◽  
Business Colleges ◽  
Teachers And Students ◽  
Management Students ◽  
The Relationship

<p>Previous research has indicated that accounting is a very important basic course for undergraduate business and management students. Studies have also shown that most accounting teachers and students are anxious about their ability to effectively teach and learn the course curriculum, respectively, which may result in a poor outcome for the students. Attempts have been made to improve accounting education and reduce anxiety by enhancing students’ learning strategies and reducing the stress related to testing. The purpose of this research was to establish and model the effects of accounting anxiety on achievement, to examine the mediating role of self-regulation in the relationship between test anxiety (TA) and achievement, and to compare the achievement and learning processes of students with different cognitive styles. Participants were 498 students from Taiwan business colleges. Our results revealed that self-regulated learning mediated the relationship between TA and accounting achievement. Additionally, with significant differences noted between students with analytical and intuitive cognitive styles. A discussion of study limitations and of implications for accounting education follows.</p>

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