DIAGNOSTICS OF STUDENTS’ REFLEXIVE ABILITIES TO SEFL-REGULATION AND THEIR REFLEXIVE SKILLS AT THE COGNITIVE LEVEL
Eduard Balashov
National University “Ostroh Academy”
https://orcid.org/0000-0002-6486-0494
Viktoriia Kalamazh
National University “Ostroh Academy”
https://orcid.org/0000-0001-6479-4776
PDF 18-32 (Українська)

Keywords

reflexive abilities to self-regulation
reflexive skills
cognitive level
learning activity
student

How to Cite

Balashov, E., & Kalamazh, V. (2020). DIAGNOSTICS OF STUDENTS’ REFLEXIVE ABILITIES TO SEFL-REGULATION AND THEIR REFLEXIVE SKILLS AT THE COGNITIVE LEVEL. PSYCHOLOGICAL JOURNAL, 6(3), 18-32. https://doi.org/10.31108/1.2020.6.3.2

Abstract

The article examines theoretically and methodologically the issue of students’ reflexive abilities to self-regulation, which are used at problem solving, at the cognitive level of reflexive experience functioning. Together with the theoretical review of this topic, we tried to operationalize it, to find the indicators reflecting quantitatively the formed reflexive abilities, and to empirically evaluate students’ self-regulation and cognitive skills.   

We used the scale “Tasks for development of reflexive ability to self-regulation” from O.Savchenko & Y.Domanova’s method “Life Tasks for Self-Development” to evaluate the actual state of examined indicators-tasks revealing student’s self-regulation. The obtained data allowed us to conclude that the most actual tasks for the most respondents was: “to develop the abilities to understand own emotions and use them as hints in difficult situations”; “to control own emotions and actions, adjust the speed and term of executing tasks, not to put off task till the last moment”; and “to assess situations and own states quickly, relate them to the purpose of activities”.

We evaluated the average indicators of reflexive abilities at the cognitive level with O. Savchenko’s method “Reflexive abilities (cognitive level)”, namely with the scales of “Abilities to explain to Self and others the course of own thinking, reasons for choosing certain solutions or strategies”; “Ability to understand own emotional feelings, control their flow, support feeling of confidence”; “Ability to extensive reflexive thinking, to analyze the reasons of own actions and failures”; “Ability to manage solution searches, to verify own assumptions”; “Ability to evaluate results by different criteria, to formulate value judgments”; “Ability to understand various aspects of a decision-making process: cognitive, emotional and behavioral” and the overall level of reflexive abilities at cognitive level.

We can conclude from the obtained empirical data that students in average had the lowest reflexive abilities at the cognitive level with the scale of “Ability to evaluate results by different criteria, to formulate value judgments”. The overall level of students’ reflexive abilities at the cognitive level was average.   

 

PDF 18-32 (Українська)

References

Andrade, H. & Brown, G. (2016). Student Self-Assessment in the Classroom, in Gavin T. L. Brown, Lois R. Harris (Eds.), Handbook of Human and Social Conditions in Assessment (p. 319-334). New York: Routledge

Balashov, E., Pasichnyk, I., Kalamazh, R., Dovhaliuk, T. & Cicognani, E. (2018). Psychological, Emotional and Social Wellbeing and Volunteering: A Study on Italian and Ukrainian University Students. Youth Voice Journal,18, 1–22.

Cleary, T. J. & Kitsantas, A. (2017). Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement. School Psychology Review,, Vol. 46, No. 1, 88-107.

Khomulenko, T. B. & Dotsevych T. I. (2014). Metapamiat: naukovi pidkhody ta eksperymentalno-introspektyvna metodyka doslidzhennia [Metamemory: Scientific Approaches and Experimental-Introspective Methodology of Research]. Bulletin of H. Skovoroda Kharkiv National Pedagogical University. Series “Psychology”, #49, 193–211 [in Ukrainian].

Pasichnyk, I. D. & Maksymenko S. D. (2010). Role of Cognitive and Style Peculiarities of Personality in the Process of Learning Activity [Rol kohnityvnyn-styliovykh osoblyvostej osobystosti v protsesi navchalnoji dijalnosti]. Scientific Notes of National University of Ostroh Academy. Series “Psychology and Pedagogy”, 14, 3–10 [in Ukrainian].

Penkova, O. I. (2016). Problem of Self-Regulation of Personality: Value Aspect [Problema samorehuliatsiji osobystosti: tsinnisnyj aspekt]. Scientific Bulletin of Kherson State University. Series “Psychological Sciences”, 2(1), 114–118 [in Ukrainian].

Ravchyna, T. I. (2015). Theoretical and Methodological Aspects of Organization of Learning Process of Students of Higher School in Context of Theory of Constructivism [Teoretyko-metodychni aspekty orhanizatsiji protsesu navchannia studentiv vyshchoji shkoly v konteksti teoriji konstruktyvizmu]. Ukrainian Pedagogical Journal, 4, 129–136 [in Ukrainian].

Savchenko, O. V. (2016). Reflexive competence: Methods and Procedures of Diagnostics [Refleksyvna kompetentnist: Metody i protsedury otsinky], Kherson: PP Vyshemyrskyi V.S. [in Ukrainian].

Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance, in D. H. Schunk & J. A. Greene (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (p. 1–15). Routledge/Taylor & Francis Group.

Teslenko, M. M. & Yudina, N. O. (2018). Psychological Peculiarities of Personality of Self-Regulation of Learning and Professional Activity of Students [Psykholohichni osoblyvosti samorehuliatsiji navchalno-profesijnoji dijalnosti studentiv]. Psychology and Personality, 1(13), 118–127 [in Ukrainian].

Zimmerman, B. (2011), Motivational sources and outcomes of self-regulated learning and performance, in B. Zimmerman and D. Schunk, (eds), Handbook of Self-Regulation of Learning and Performance, Abingdon: Routledge, 49–64.

Zimmerman, B. J. & Kitsantas, A. (2006), A writer’s discipline: the development of selfregulatory skill, in S. Hidi and P. Boscolo, (eds), Writing and Motivation, Amsterdam: Kluwer, 51–69.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/